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-Komlan, Evariste. 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/.  

 

Featured Photo by  on Flickr

UNIVERSAL PERIODIC REVIEW OF MALDIVES

Broken Chalk has drafted the report that follows. This is a stakeholder contribution to the Fourth Cycle of the Universal Periodic Review (UPR) for the Maldives. This report will focus on the right to education in the Maldives, as Broken Chalk aims to combat human rights violations in the educational field. 

In the Maldives, schooling is mandatory for children aged 4 to 16, with free education guaranteed for preschool, primary, and secondary education. The educational system is structured into multiple levels:  pre-primary, primary, lower secondary, higher secondary, and tertiary education. Private and public institutions have formed the national education system. i

Although there is decentralization in addressing the geographically dispersed populations, the education system in the Maldives is centrally managed by the Ministry of Education, which sets national standards, policies, and curricula. The Ministry retains primary authority, adhering to national priorities and maintaining uniform quality. ii

The Maldives has articulated multiple goals for its educational system, focusing on quality, inclusivity, gender equality, and alignment with global standards. The government aimed to address the disparities in educational outcomes between urban and rural areas, with a focus on providing quality education for individuals with disabilities. iii With the aid of the United Nations International Children’s Emergency Fund, the Maldives launched the Maldives Education Management Information System, aiming to track educational development and ensure a high level of quality education. iv

Despite advancements, the Maldives’ educational system still faces significant challenges, including geographical challenges that further complicate the equality of education between remote and urban island communities, as well as the recruitment and retention of qualified educators. v

Furthermore, gender inequality persists as young women are restricted due to cultural and socio-economic barriers. vi

The Ministry of Education, in collaboration with local education stakeholders, has designated Equity and Inclusion as the key reform agenda and established a roadmap for transforming the education system. In partnership with UNICEF and the World Bank, the government has secured US$9.5 million through the Global Partnership for Education (GPE) to support education and learning transformation in the Maldives. vii

The key elements of this agenda (THAIBA) include promoting inclusive education, enhancing basic literacy and numeracy skills, and integrating digital learning and transferable skills. Additionally, the reform focuses on creating multiple learning pathways that emphasize 21st-century skills, improving the quality of teaching, and establishing safe learning environments within schools. viii

 

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50th_Session_UN-UPR_Maldives-1
References

i Ministry of Education. English Translation of Education Act 24/2020. Ministry of Education | Official Website, February 20, 2022. https://www.moe.gov.mv/storage/files/resources/English_translation_of_Education_Act.pdf.  

ii ibid 

iii United Nations Human Rights Council. ”Universal Periodic Review – Maldives.” Official Document System – UN, November 4, 2020. https://documents.un.org/doc/undoc/gen/g20/056/44/pdf/g2005644.pdf.  

iv UNICEF. ”Education Maldives.” UNICEF, 2020. https://www.unicef.org/maldives/what-we-do/education#programme-solution.  

v Corporate Maldives. ”World Teachers’ Day 2024: Celebrating the Voices Shaping Maldives’ Future.” Corporate Maldives, October 5, 2024. https://corporatemaldives.com/world-teachers-day-2024-celebrating-the-voices-shaping-maldives-future/.   

vii Ministry of Education, UNICEF, and World Bank. 2023. “Towards a More Inclusive and Equitable Education and Learning for Every Child.” UNICEF Maldives. September 7, 2023. https://www.unicef.org/maldives/press-releases/towards-more-inclusive-and-equitable-education-and-learning-every-child. 

viii ibid 

Featured Photo by aboodi vesakaran on Unsplash

South Korea’s Suneung: one of the hardest exams in the world

Written by Asiia Kilmukhametova 

Several countries have implemented standardised exams, typically taken during the students’ final school years. The SAT in the USA, A-levels in the UK, Suneung in Korea, EGE in Russia, and Gaokao in China— the importance of the tests varies from country to country, yet, the purpose remains the same: examine the students’ mental capacities and simplify the university admissions process. But does it provide an authentic measure of the mental abilities of students, and what is the cost behind the testing?  

What is Suneung? 

College Scholastic Ability Test, or Suneung, is a standardised exam, which is recognized by South Korean universities and plays a crucial role in university admission. Suneung, an eight-hour test, consists of six sections, including Korean, mathematics, English, Korean history, subordinate subjects, second foreign language. The exam is notably more difficult than standardized tests in other countries. For example, the math section delves into complex equations and requires students to solve questions without a calculator, unlike the internationally recognised International Baccalaureate test that approves the calculator use. Additionally, the difficulty of English questions is famous for leaving even native English speakers puzzled. In some years, such as 2002-2007 and 2010-2011, no student achieved a perfect score. 

When the exam day comes, stock markets, public offices, and many other businesses open an hour later to keep traffic off the roads, a practice which was implemented in 2006 when Suneung began to be scheduled on Thursday to avoid heavy Friday traffic. Moreover, local police officers are on duty to escort students to the test centres for free, and the taking off and landing of planes at Korean airports being banned during the English listening test.  

The standardised exam 

The intense focus on standardised testing has raised questions about its true effectiveness in assessing students’ intelligence, mental capacities, and readiness for higher education. Such exams may not accurately reflect a student’s true potential or ability in various subjects. Factors such as test anxiety and socioeconomic obstacles can influence test scores, potentially hindering test results and disadvantaging certain groups of students. Suneung may not accurately assess students’ true capabilities and can contribute to a narrow focus on mere memorization of materials, rather than on applying critical thinking and creativity. A strict assessment system also causes difficulties for students, which is confirmed by the fact that nearly every fifth of test-takers are high school graduates who did not receive the score they had hoped for the year before, putting themselves in a stressful preparation once again. 

What is the cost for students? 

The feeling of responsibility, alongside tiredness and stress from months, and even years of preparation and anticipation, culminates on the day of the Suneung exam. For many Korean students, their performance on this test can shape not only their academic futures but also their entire lives.  The pressure to succeed is enormous, with families often investing heavily in private tutoring and study materials to ensure their children achieve high scores and get into their dream universities. Suneung plays a crucial role in the admissibility process, including admission to the 3 most prestigious universities in Korea which are Seoul National University, Korea University, and Yonsei University, also referred to as SKY. A common saying in Korea is: “If you sleep three hours each night, you may get into a top ‘SKY university’. If you sleep four hours each night, you may get into another university. If you sleep five or more hours each night, especially in your last year of high school, forget about getting into any university.” 

The recent news of Korean students suing their teachers due to the early conclusion of the exam by a mere 90 seconds further emphasizes this reality. In December 2023, a lawsuit was filed by at least 39 students, claiming that the bell prematurely rang during a test in Seoul during the Korean section, the first subject of the exam. Despite immediate protests from some students, supervisors still collected their papers. Teachers recognized the mistake and gave the one and a half minutes back during the lunch break, but students were not allowed to change answers on the papers. Some students were in such distress, that they could not focus on the exam and gave up. 

Consequences of Suneung 

All the previously mentioned factors highlight the significant cultural and social importance of the exam, yet they also contribute to a distressing impact on schoolchildren, potentially leading to psychological problems. The intense competition fuelled by the exam can lead to burnout, anxiety, and depression, with serious implications for individual well-being. The complexity of the exam, along with its standardization and enormous psychological pressure from outside, has an irreversible impact on children and cannot be overlooked. 

Because of this, even while the exam’s cultural and social significance cannot be disputed, it is critical to acknowledge and deal with the distressing effects it may have on students, providing comprehensive support and assistance to reduce the likelihood of psychological damage. 

Featured image by JESHOOTS.COM on Unsplash

References

The Impact of the Humanitarian Crisis in Gaza on Educational Rights

Written by Alessia Bruni 

The humanitarian crisis in Gaza continues to disrupt the lives of many residents severely, specifically affecting the educational rights of Palestinian children. The right to education is a fundamental right that all children should enjoy, however, for many children and students living in the Gaza Strip, school has been inaccessible due to the damage to their infrastructure and the threat of violence. The crisis disrupts the children’s ability to gain quality education, creating long-term obstacles. 

The Crisis in Gaza  

Recent reports calculate that over 625,000 children in Gaza, including 300,00 enrolled in the United Nations Relief and Works Agency, schools have been directly impacted by the ongoing humanitarian crisis. (United Nations Relief Works Agency 2024) These families and their children live in a constant state of fear due to the ongoing threats of violence by military operations, and this causes a lack of access to essential services, with education being the most predominant. Many of the schools that allow access to education have been destroyed or damaged by airstrikes at an alarming rate of 90%, leaving families to be displaced. (Rose and Sayed 2024) Our normalcy of everyday life is easily sustainable, whereas, for Palestinian children, normalcy is impossible to sustain. Having to rebuild the educational system will leave the children losing either 2 years of education in case a ceasefire was to be drawn, and if not, an alarming 5 years of education could be lost. (Rose and Sayed 2024)  

 

Destruction of Infrastructure  

The humanitarian crisis in Gaza is not only reflected in the multitude of deaths of children but also extends to the fate of the children who do survive but are left with the aftereffects of the destruction, leaving their opportunities, specifically educational opportunities, in jeopardy. The Education Cluster deployed a satellite-derived damage assessment in the Gaza Strip to assess the damage to infrastructure and educational facilities. The results of the satellite images revealed that hundreds of the buildings were destroyed. To further highlight these atrocities, under International Humanitarian Law, any direct attack against a school is constituted as a violation, specifically regarding children in conflict. (Inger Ashing, Sherif, and Egeland 2024) This highlights the severity of the lives and educational opportunities of Palestinian children.  

 

The extent of the destruction underscores the lasting and devastating impact on educational access for current and future generations. The significant damage to these schools places educational opportunities in a state of crisis; once hostilities cease, children may find themselves without any schools to attend. Furthermore, rebuilding the infrastructure could take years or may even prove impossible. (United Nations 2024) The destruction of school facilities not only postpones formal education but deprives children of a safe learning environment. Schools are vital for fostering social skills and supporting emotional and educational development. (UN Office of the High Commissioner for Human Rights 2024) The absence of adequate infrastructure has forced students into temporary shelters, where they face numerous challenges, including overcrowding, interruptions, and limited support and resources. (Hinnawi 2024)  

 

The Psychological Damage on the Children and Educators  

It is important to draw attention to the significant psychological impact of the humanitarian crisis on Gaza’s children. It is calculated that over 1.2 million children live in a constant state where their safety is compromised due to threats or violence, this creates effects that are lasting to their well-being. (Hinnawi 2024) The impact of the crisis has left nearly all children in the Gaza Strip to require mental health support due to the atrocities and the lasting trauma due to the multitude of loss of their friends, homes, schools, and family. (Rose and Sayed 2024)  

“Education has been under relentless attack in Gaza and the West Bank, with hundreds of thousands of children deprived of their right to education, tens of thousands of teachers having lost their jobs, and hundreds of schools in the Gaza Strip totally or partially destroyed” (Education International 2024) The ongoing conflict continues to disrupt the lives of the children with ongoing trauma, contributing to the ability of the children to engage in educational opportunities meaningfully. Furthermore, many of the educators face the same trauma that the children of Gaza experience while having to work under strenuous conditions to provide education. This creates a disruptive cycle of learning as both the educators and students are subjected to severe psychological trauma due to the ongoing trauma and instability. (Graham-Harrison and Mousa 2023)  

 

The Generational Impact  

The long-term implications of the current crisis in Gaza on education are profound, leaving many students without access to schooling now and potentially in the future if conditions do not improve. The loss of education raises the alarming prospect of a “lost generation,” as prolonged school absences deprive children of the essential skills and knowledge needed for meaningful economic and social contributions. (Rose and Sayed 2024) Education offers a vital pathway for children to improve their circumstances and provides individuals from impoverished backgrounds a chance to break free from their limitations and establish stability. The erosion of educational opportunities not only jeprodises the future of these children but also threatens the overall future of Palestinian society. (Ali 2024) 

 

The degradation of educational opportunities in Gaza has far-reaching implications that extend beyond academic knowledge, encompassing the essential values and aspirations that a school environment fosters. Interviews conducted by aid workers have revealed that many children in Gaza are grappling with fundamental questions regarding the concepts of equality and human rights. (United Nations Relief Works Agency 2024) These inquiries arise from the stark contradiction between these ideals and the pervasive violence and trauma they endure. If ongoing loss of hope, intervention, and values persists, it may rise to significant social challenges in the future. (UN Office of the High Commissioner for Human Rights 2024)   

 

The Role of International Aid  

International organisations and governments must prioritise the right to education in their response to the ongoing crisis, particularly through the provision of humanitarian aid. The United Nations Relief and Works Agency (UNRWA) has taken significant steps to address this issue by calling for an immediate ceasefire and urging international organisations to increase funding for their “Education in Emergencies” program. This initiative provides non-formal education, mental health support, and temporary learning spaces. (United Nations Relief Works Agency 2024) A commitment to educational recovery is essential to safeguard the future of children in Gaza. This commitment should encompass measures that ensure safe learning environments during emergencies and humanitarian crises. This will help foster hope and stability for Palestinian youth. (Hinnawi 2024) 

 

Conclusion  

The humanitarian crisis in Gaza underscores the profound disruptions to both educational opportunities and humanitarian rights, leading to enduring and detrimental effects on physical infrastructure and mental health. Immediate intervention and assistance are essential, as the cycle of trauma and interrupted education is likely to escalate, resulting in long-term repercussions for the Palestinian children and the wider community. Education is a fundamental human right, and by prioritising aid initiatives, the international community has a critical opportunity to alleviate the impacts of the current crisis. Restoring educational access can provide the children of Gaza with a sense of normalcy, hope, and stability, which is crucial for both their present circumstances and future prospects. 

 

References  

Ali, Eman Alhaj. 2024. “In Gaza, education is resistance.” Al Jazeera, August 12, 2024. https://www.aljazeera.com/opinions/2024/8/12/in-gaza-education-is-resistance. 

Education International. 2024. “War and trauma: Addressing mental health in Palestine.” Education International, July 8, 2024. https://www.ei-ie.org/en/item/28781:war-and-trauma-addressing-mental-health-in-palestine. 

Graham-Harrison, Emma, and Aseel Mousa. 2023. “War’s toll on education in Gaza casts shadow over children’s future.” the Guardian, December 18, 2023. https://www.theguardian.com/world/2023/dec/18/wars-toll-on-education-in-gaza-casts-shadow-over-childrens-future. 

Hinnawi, Mohammed. 2024. “UNRWA Education activities in Gaza.” UNRWA EDUCATION RESPONSE IN GAZA, June 2024. https://www.unrwa.org/sites/default/files/content/resources/education_response_in_gaza_graphic_brief.pdf. 

Inger Ashing, Inger, Yasmine Sherif, and Jan Egeland. 2024. “Education Under Attack in Gaza, With Nearly 90% of School Buildings Damaged or Destroyed.” Save The Children, April 16, 2024. https://www.savethechildren.net/blog/education-under-attack-gaza-nearly-90-school-buildings-damaged-or-destroyed. 

Rose, Pauline, and Yusuf Sayed. 2024. “Palestinian Education ‘under Attack’, Leaving a Generation Close to Losing Hope, Study Warns.” University of Cambridge. September 25, 2024. https://www.cam.ac.uk/research/news/palestinian-education-under-attack-leaving-a-generation-close-to-losing-hope-study-warns. 

United Nations. 2024. “UN experts deeply concerned over ‘scholasticide’ in Gaza.” UN experts deeply concerned over ‘scholasticide’ in Gaza OHCHR, April 18, 2024. https://www.ohchr.org/en/press-releases/2024/04/un-experts-deeply-concerned-over-scholasticide-gaza. 

United Nations Relief Works Agency. 2024. “Education Under Attack.” Education Under Attack UNWRA, September 9, 2024. https://www.unrwa.org/newsroom/photos/education-under-attack. 

UN Office of the High Commissioner for Human Rights. 2024. “UN Human Rights Office – OPT: The UN Human Rights Office condemns Israeli Defense Force’s Strike on Al Tabae’en School in Gaza City – occupied Palestinian territory.” ReliefWeb, August 10, 2024. https://reliefweb.int/report/occupied-palestinian-territory/un-human-rights-office-opt-un-human-rights-office-condemns-israeli-defense-forces-strike-al-tabaeen-school-gaza-city?_gl=1*1gb7d68*_ga*MTczOTcwNTI5NC4xNzE3NTA5ODY5*_ga_E60ZNX2F68*MTcyMzU1MDMzNi4yMi4xLjE3MjM1NTAzMzguNTguMC4w. 

Cover Image by Honsy Salah, Gaza, Palestine, 2011, photograph, Pixabay, https://pixabay.com/photos/gaza-palestine-poverty-child-boy-6782232/ 

 

The Right to Education Act in India: Success and Challenges in Implementation

By Mahnoor Ali

The Right to Education (RTE) Act, officially known as the Right of Children to Free and Compulsory Education Act is a landmark piece of legislation in India that requires free and compulsory education for children aged 6 to 14. It was enacted by the Parliament of India on August 4, 2009, and came into effect on April 1, 2010. The Act is a significant step towards achieving universal primary education and ensuring that every child has access to a quality education.[1] However, in addition to its successes, the RTE Act has faced numerous challenges during its implementation. This article covers the RTE Act’s historical background, key provisions, success, and challenges in India, offering a broad picture of the legislation’s influence on the nation’s educational system.

Historical Context of the Right to Education in India

In the 86th Amendment Act of 2002, free and compulsory education for children was intended to become a basic right. In October 2003, a draft of the Free and Compulsory Education for Children Bill was created and underwent revision in 2004. In June 2005, the ‘Right to Education’ Bill was written by the Central Advisory Board of Education (CABE) committee and submitted to the Prime Minister, the National Accountability Committee (NAC), and the Ministry of HRD. But, in July 2006, the bill was rejected by the planning commission and finance committee because of a lack of funding. States were given a sample bill to make the required arrangements. The Right of Children to Free and Compulsory Education Bill, 2008, was ratified by the President in August 2009 after passing both Houses of Parliament in 2009. On April 1, 2010, the RTE Act and Article 21-A went into force.[2]

Key Provisions of the Right to Education Act (2009)

Some of the key provisions of the Right to Education Act include:

  • Free and Compulsory Education: The Act emphasises that no child should be denied education because of financial limitations by requiring children between the ages of 6 and 14 to receive free education.[3]
  • Infrastructure Standards: Classrooms, restrooms, and drinking water facilities must all adhere to a set of requirements for schools.
  • Reservation in Private Schools: The Act mandates that private schools set aside 25% of their seats for students from economically disadvantaged groups and economically weaker sections (EWS) in order to foster inclusion.[4]
  • Comprehensive and Continuous Evaluation: The RTE Act promotes child-friendly, comprehensive assessment techniques that support lifelong learning while discouraging the use of traditional pass/fail tests.
  • Special Provisions for Marginalised Groups: The Act aims to provide protection and additional support for children from marginalised backgrounds, such as scheduled castes, scheduled tribes, and children with disabilities, acknowledging the special problems they confront.

Successes of the Right to Education Act

The RTE Act has produced a number of beneficial results since it was put into effect, most notably a rise in enrollment rates nationwide. The reservation in private schools has brought economically disadvantaged kids into mainstream education, resulting in a notable increase in the integration of underprivileged communities.

  • Enrollment and Inclusivity: The data indicates that enrollment rates have significantly improved, particularly for girls and kids from disadvantaged families. As more girls enrol in basic and secondary education, the gender gap has substantially closed.[5]
  • Infrastructure and Teacher Quality: While the effects vary from state to state, some areas have witnessed increases in student-teacher ratios and greater infrastructure, guaranteeing that students have access to learning environments that are better suited to high-quality education.[6]
  • Public-Private Synergy: By requiring private schools to allow underprivileged pupils, the Act has contributed to a decrease in socioeconomic segregation in urban schools. Not only has this integration given disadvantaged children options, but it has also sparked some accountability and improved the standard of instruction.

Challenges in Implementing the Right to Education Act

Despite the success that the RTE Act had, its wider goals have been hampered by the difficulties in implementing it. Some of the major challenges faced in the implementation of this Act are discussed below:

  • Infrastructure Gaps: Inadequate infrastructure continues to plague many public schools, particularly those in remote areas. Some schools have struggled to satisfy RTE criteria due to a shortage of functional restrooms (particularly for ladies), poorly kept premises, and inadequate instructional resources. While urban areas have experienced advancements, rural schools frequently fall behind.
  • Teacher Shortages and Quality: Lack of qualified instructors, especially in rural regions, is a major problem. Several schools continue to fall short of the required teacher-to-student ratio. In addition, there is a clear disparity in the quality of instruction, with underqualified or poorly trained teachers having a negative impact on student achievement. Lack of accountability and absenteeism exacerbate this problem.
  • Private Schools’ Non-Compliance: Despite the RTE’s demand that private schools reserve 25% of their enrollment for students from underprivileged families, many establishments choose not to comply. Many private schools refuse to accept the necessary number of EWS pupils, either on purpose or due to ignorance. They cite a variety of operational issues, such as financial hardship.[7]
  • Shortcomings in Monitoring and Evaluation: The absence of strong systems to keep an eye on and assess how the Act is being implemented is another serious problem. Ineffective implementation and monitoring are caused by inconsistent data and a lack of collaboration between state and federal entities.
  • Socioeconomic Barriers: Children’s access to education is nevertheless hampered by socioeconomic issues like poverty, child labour, and cultural views despite of ‘free’ education. Dalit[8] children continue to face social exclusion due to caste discrimination, which is still a significant barrier for underprivileged people, particularly in rural areas.
  • COVID-19’s effects and the digital divide: The COVID-19 pandemic made already-existing disparities in educational access worse. Children from low-income households experienced a digital divide as a result of the change to online learning due to lack of access to computers, smartphones, or reliable internet connections. This brought to light the shortcomings of the RTE Act, which does not adequately address the growing significance of digital infrastructure and literacy in contemporary schooling.

Policy Recommendations

A coordinated effort from several stakeholders, including the public and private sectors, governments, and educational institutions, is necessary to overcome these obstacles. Important suggestions consist of:

  • Infrastructure Investment: The government needs to put the allocation of funding for improvement of school infrastructure as their top priority especially in rural areas. Sanitation, energy, and digital infrastructure also need to be given special consideration.
  • Teacher Training and Accountability: To raise the calibre and attendance of teachers, rigorous accountability procedures and ongoing professional development are required.
  • Improved Monitoring and Evaluation: To guarantee adherence to RTE regulations, it is imperative to fortify the monitoring structures at the federal and state levels. A more transparent process and data-driven decision-making ought to direct changes to policies.
  • Digital Inclusion: The digital divide needs to be addressed especially after the COVID-19. In order to make education egalitarian in the digital age, it is imperative that low-income students have access to gadgets, inexpensive internet, and online resources.

Conclusion

Ensuring that every kid in India has access to high-quality education has been made possible largely by the Right to Education Act. Even though there have been some noticeable achievements, such as enrollment and gender parity, the process is far from over. Achieving the entire objective of the RTE Act will require tackling implementation issues, guaranteeing compliance, and planning for the future of education. Moreover, in order to establish an education system that does not leave any child behind, stakeholders must collaborate and acknowledge that education is not only a fundamental human right but also the cornerstone of a fair and just society.

 

Featured Image source: https://shorturl.at/1s8tz

References

[1] Gorav Sharma. (2021, May 15). What is Right to Education Act (RTE Act)? Times of India Blog. Retrieved August 20, 2024, from https://timesofindia.indiatimes.com/readersblog/igoravsharma/what-is-right-to-education-act-rte-act-32034/.

[2] Balram. (2020, August 17). Right of Children to Free and Compulsory Education Act, 2009 (Right to Education Act). Vikaspedia. Retrieved August 22, 2024, from https://vikaspedia.in/education/policies-and-schemes/right-to-education/right-of-children-to-free-and-compulsory-education-act-2009-right-to-education-act.

[3] Warrier, V. S. (2023, July 4). Right to Education in India: Challenges and Opportunities – The Lex-Warrier: Online Law Journal. The Lex-Warrier: Online Law Journal. https://lex-warrier.in/right-to-education-in-india-challenges-and-opportunities.html.

[4]Rai, D. (2021, August 27). All you need to know about the Right to Education in India. iPleaders. https://blog.ipleaders.in/right-to-education-3/#Main_features_of_the_Right_to_Education_Act.

[5] Banerjee, S. (2019). Ten years of RTE Act: Revisiting achievements and examining gaps. Observe Research Foundation, 304. https://www.orfonline.org/research/ten-years-of-rte-act-revisiting-achievements-and-examining-gaps.

[6] Child Rights and You. (2024, July 30). Right to Education Act (RTE) – Know importance & responsibilities. CRY – Give Children a Happy, Healthy and Creative Childhood | CRY – India’s Leading Non-profit. https://www.cry.org/blog/what-is-the-right-to-education-act/.

[7] Goodpal, V. a. P. B. (2024, February 23). RTE Act 2009 — Issues and challenges. Issues and Challenges in India. https://socialissuesindia.wordpress.com/2020/07/17/rte-act-2009-anomalies-and-challenges/.

[8] ‘Dalit’ is a term for untouchables and outcasts, who represented the lowest stratum of the castes in the Indian subcontinent.

Russian Education System: Lessons in Indoctrination

Written by Uilson Jones

The power of education is often repeated time and time again, turning it into a rather dry bit of cliché. However, the phraseology of just how crucial the educational system is, must not be looked at with boredom nor disdain. Rivera Sun, author and advocate for social justice, states that: “Whoever educates children controls the future”, and that “if we want a democratic future, we must plant the seeds in our little dandelions nationwide and ensure that our education is governed of, by, and for the people” (Sun, 2013). This often-repeated notion appears prescient not only in the centuries before our time, but also the point of time we found ourselves in currently – perhaps even more so. The current article aims to produce an overview and analysis of the Russian educational system, particularly after Russia’s full-scale incursion into Ukraine in 2022. This would therefore include the changes made to the educational system and its devastating implications for Russia’s youth, and by extension its future. The following is an attempt to break down the fundamental restructuring of schooling and as such the content of lessons, mandatory activities and extracurriculars involving school-age children.

Patriotic Education

Beginning on the 5th of September 2022, the Russian government imposed a series of major alterations for the ways in which Russian children are taught. The Russian government came out with a website known as ‘Conversations about the Important’ (Разговоры о Важном, n.d.). This website is being used as a portal for schoolteachers that outlines a strict curriculum to be followed when instructing a weekly class for pupils of all ages, ranging from that of first grade to the very end of secondary school. Far from a candid recommendation provided by the Russian government, this website acts as a comprehensive tool for teachers, with prepared presentations, instructions on what to say to children in the class, behaviour and conduct, amongst others. Schoolteachers are expected to abide by this curriculum and have no real agency to act otherwise. Every Monday, the first class each grade has is this carefully constructed propaganda lesson – Conversations about the Important. Rather than being purely optional, its is mandatory and covers a wide variety of topics from Russian history and current events which paint the picture in the way that Putin’s dictatorship craves. As an example, let us take an excerpt from a file dedicated to the class on the 7th of November 2022 in the name of the Day of National Unity. Filtering for grades 5-7, one can stumble upon this piece of text:

The excerpt is translated as follows:

Conversation

Teacher: Children! Quite recently we talked with you about the important role of a father in the family and raising children, about traditional Russian values, which are crucial to safeguard and pass onto the next generations. We came to the conclusion, that family – is the most important thing in the life of every person, it is support and support [опора и поддержка are synonyms for support in the Russian language], it is love and understanding. The citizens of a government are also one big UNITED family. And we – citizens of Russia – are a big family, in which we need to support and take care of one another. We have a governmental holiday, symbolizing our community cohesion – The Day of National Unity. It is as important now as ever, given that in the last years according to will of the people of the Russian Federation, five new territories entered: Crimea, Donetsk and Luhansk People’s Republics, Kherson and Zaporizhzhia Oblasts.

For this reason, the theme of our lesson is: “We – are one country!” [Author’s emphasis]

[Translated by Author]

In case this is seen as a one-off let us observe a few stanzas of a poem to be taught to Russian schoolchildren for grades three and above. This lesson was titled: Our Country – Russia.

Translation:

Teacher: We know that the wisdom of the people is reflected in its proverbs and sayings. Let us remember the proverbs about the motherland and the love towards it.

A person without the motherland, is but a nightingale without a song.

Don’t spare your strength nor life, for the motherland.

There are many different countries, but there is one motherland.

There is nothing in the world that is better, than our motherland.

You cannot change your motherland for anything.

Everyone loves their motherland.

The happiness of the motherland is worth more than life.

We will stand like a mountain for our native land.

For the motherland, it is not scary to die.

Love the motherland – Serve the motherland. [Author’s emphasis]

[Translated by Author]

 

These two excerpts reveal the severe propagandization evident in the Russian educational system. Not only are Russian children being force-fed Kremlin’s dogma about its current war in Ukraine, but there also appears to be a sharp increase of ultranationalist messaging and militarism within schools, where arms are observed to be side by side with textbooks (Institute of Mass Information, 2023). Having taken these excerpts as a starting point, one must look at other exercises that Russian students have no choice but to take part in. After which, it is necessary to analyse the causes and effects of such a policy on Russia, as well as its future generation.

Propagandizing School Life

In addition to these official changes made to the educational curriculum, there have been other unofficial ongoing developments to Russian schools. The sharp rise of Putin’s cult of personality has been observed to radically alter the lives of students, and school staff. To name but one example of how this changed the landscape, we can look at what a school day was like on the day of Putin’s birthday. Across various regions of Russia, students (oftentimes of very young age) were forced to send their leader birthday wishes (The Moscow Times, 2024). In a school in the Rostov region, children were told to kneel in the form of Putin’s name, stating that “we’re proud that the best president in the world rules over our country” (The Moscow Times, 2024).

Amnesty International (2023) has designated Russia’s new history textbooks as propaganda aimed at indoctrinating the next generations, not only in Russia, but also the temporarily occupied territories in Ukraine. These textbooks preach a dangerous form of alternate history. The editors and authors have peddled Kremlinite propaganda, and thus align the story to fit the dominant narrative in Russia. A reality in which Russia invaded a sovereign neighbour, butchering and terrorizing its population and occupying its territories suddenly evaporates. Replacing it is a faux reality, regurgitating that Russia is simply defending itself and going so far as to claim that the decision to live under occupied territories was the ‘will of the people’. The erasure of history is proceeding with a reinvigorated pace. Understanding these developments is of crucial importance, yet even more so is fighting back against the tide of reactionary ideas.

 

Reference List

Amnesty International. (2023). Ukraine/Russia: New history textbook is a blatant attempt to unlawfylly indoctrinate schoolchildren in Russia and Russian-occupied Ukrainian territories. https://www.amnesty.org/en/latest/news/2023/09/ukraine-russia-new-history-textbook-is-a-blatant-attempt-to-unlawfully-indoctrinate-school-children-in-russia-and-russian-occupied-ukrainian-territories/.

Institute of Mass Information. (2023). Guns and textbooks side by side: The Russian policy of militarizing children as violation of human rights. https://imi.org.ua/en/monitorings/guns-and-textbooks-side-by-side-the-russian-policy-of-militarizing-children-as-violation-of-i51954.

Pазговоры о Bажном [Conversations about the Important]. (n.d.). https://razgovor.edsoo.ru/.

Sun, R. (2013). The Dandelion Insurrection: Love and Revolution. Rising Sun Press Works.

The Moscow Times. (2024). Russian schoolchildren forced to send Putin birthday wishes on-camera. https://www.themoscowtimes.com/2024/10/07/russian-schoolchildren-forced-to-send-putin-birthday-wishes-on-camera-a86597.

Cover Image from Meduza

    Freedom of expression in Turkey: Lawyers and Arrests: Dilek Ekmekçi and others

    By Panashe Marie Louise Mlambo

    Freedom of expression is a fundamental human right that protects the ability to express oneself without unjustified restrictions. It is normally undisputed when dealing with social media presence when individuals share their opinions without erroneous implications. However, in Turkey, despite the Constitution providing for freedom of speech, many laws and legislations have been enacted, and amendments have been made to undermine the very principle of freedom of expression. This article will provide an analysis of freedom of speech and the legal system in Turkey and take a look at the charges against different lawyers in the context of International law, Turkish Law, and countries near it, using the 2024 case of Dilek Ekmekçi as the case study. 


    The Arrests of Lawyers

    A lawyer named Dilek Ekmekçi was released from prison on October 22, 2024, only to be promptly detained again by police, reflecting the ongoing repression faced by legal professionals in Turkey. This incident follows a troubling trend highlighted by the Court of Cassation’s ruling on September 18, 2020, which upheld the sentences of 14 human rights lawyers from the People’s Law Office, , who were convicted on similar charges. The crackdown continued with the recent arrest of Naim Eminoğlu and Doğa İncesu on July 2, 2024, both prominent members of the Progressive Lawyers Association, accused of being part of the Gülen Movement.  In January 2024, a staggering sentence of over 125 years was handed down to 19 lawyers,  further illustrating the Turkish government’s aggressive stance against those perceived as dissenters. These cases underscore the precarious situation for lawyers in Turkey, where legal actions are increasingly viewed as tools for political suppression rather than justice.


    The law against the people

    Under The Social Media Law (2020), the Turkish government can restrict and monitor any social media interactions and online free speech if necessary  and this is one of the ways in which all these lawyers mentioned above had their data used for a case to be made against them. Coupled with Turkey’s Anti-Terror Law (Law No. 3713), which penalises individuals who disclose or publish the identity of officials on anti-terrorist duties or who identify such persons as targets, this is used broadly, and in most cases of online discourse, the different individuals are arrested for incitement and spreading of terrorism rhetoric.  


    In addition to the above, law enforcement usually limits freedom of speech with Article 125 of the Penal Code, which criminalises defamation and slander. In 90% of the cases above, the three legislations are cited together to justify the limitation of freedom of speech and arrest individuals who use online platforms to share their opinions on fraud, murder, and many more. Recent developments, such as the passing of the controversial “disinformation law” in October 2022, exemplify this trend by criminalising the dissemination of false information, which is determined by the government. 


    As can be deduced from the above cases and legal frameworks in Turkey, the country’s laws are against international laws of freedom of speech, particularly breaches Article 10 of the European Convention on Human Rights (ECHR), which guarantees the right to freedom of expression, including the freedom to hold opinions and to receive and impart information without interference by public authority.  The disinformation law also violates Article 19 of the International Covenant on Civil and Political Rights (ICCPR), which protects the right to seek, receive, and impart information.  


    In 2021, the ECHR ruled that Turkey violated freedom of expression rights in the case of Vedat Şorli, who faced criminal charges and pre-trial detention for criticising the president on social media.  The ECHR concluded that this conviction represented unjustified interference with Şorli’s freedom of speech and in a 2014 case, journalists Ahmet Şık and Nedim Şener were detained as part of the OdaTV investigation after publishing material critical of government-linked entities. The ECHR ruled that their detention violated both their rights to a fair trial and freedom of expression. 


    Despite these findings, he Turkish government continues utilising the legal frameworks to arrest and detain different individuals who use social media to criticise the government. 

    Lawyer Dilek Ekmekçi

    The case of Dilek Ekmekçi highlights the ongoing challenges to judicial independence and freedom of expression in Turkey. Ekmekçi, after accusing prominent leaders of the Nationalist Movement Party (MHP) of being involved in the assassination of former Grey Wolves leader Sinan Ateş, was arrested; her allegations targeted high-ranking MHP members, including figures close to Turkish President Recep Tayyip Erdoğan; she was charged with defamation and insulting public officials through social media posts. Despite an initial release, the prosecutor’s appeal led to her re-arrest by the Istanbul 25th High Criminal Court. 


    In her court statements, Ekmekçi claimed that her detention was due to a fabricated indictment and referenced other government actions intended to undermine her legal standing. She cited instances where she was pressured, including through threats of psychiatric evaluations and multiple lawsuits. Ekmekçi’s defence argued that her prosecution was a retaliatory measure aimed at silencing her criticism, categorising the case as a SLAPP (Strategic Lawsuit Against Public Participation), often used to intimidate and suppress dissenting voices. 


    The state of freedom of expression 

    The state of freedom of expression in Turkey has reached a critical juncture, characterized by systemic repression and legal frameworks that stifle dissent. Recent legislative measures, such as the controversial “disinformation law” passed in October 2022, exemplify the government’s tightening grip on free speech, allowing for the criminalisation of information deemed false and imposing severe penalties for those who share it (Amnesty International, 2022).  


    This law has been criticised for creating a chilling effect, deterring individuals from expressing their opinions, or engaging in public discourse for fear of prosecution. Additionally, the Turkish judiciary has increasingly become an instrument of political control, often disregarding rulings from the European Court of Human Rights that emphasise the protection of free expression (English PEN).  


    The cases of lawyers like Dilek Ekmekçi, who faced charges under anti-terrorism laws for their advocacy work, highlight the precarious position of legal professionals in Turkey. As the government continues to utilise vague legal definitions to target critics, it undermines not only national constitutional guarantees but also international human rights obligations, effectively rendering freedom of expression nearly non-existent in Turkey’s current political climate (Freedom House).


    Conclusion

    It is evident that the Turkish government’s restructuring of the legal system aims to suppress all criticism of its officials and minimise freedom of expression. The excessive measures employed to address issues such as slander against officials do not resonate with the general public, and the blatant disregard for international law and democratic principles raises serious concerns that must be addressed. The legal profession, much like activism, journalism, and other sectors of society, deserves to uphold its freedom of expression. The direct targeting of the judicial system, evidenced by the significant number of lawyers arrested in less than a decade, signals a broader issue within the system and undermines the Turkish government’s claims of democracy. The case of Dilek Ekmekçi is not an isolated incident; rather, it reflects a troubling pattern of similar cases occurring throughout the country.

    Featured Photo by Wesley Tingey on Unsplash

    References

     i       Front Line Defenders. (n.d.). 14 lawyers arrested and charged. Front Line Defenders. Retrieved from https://www.frontlinedefenders.org/en/case/14-lawyers-arrested-and-charged 

     ii       International Observatory for Lawyers in Danger. (n.d.). Joint statement of international protest condemning Turkey’s arrest of Naim Eminoglu and Doğa İncesu of the Progressive Lawyers Association (CHD). International Observatory for Lawyers in Danger. Retrieved from https://protect-lawyers.org/en/joint-statement-of-international-protest-condemning-turkeys-arrest-of-naim-eminoglu-and-doga-incesu-of-the-progressive-lawyers-association-chd-2/ 

     iii      The Arrested Lawyers Initiative. (2024). Ankara appeal court defies ECHR, sentences 19 lawyers to 125 years. The Arrested Lawyers Initiative. Retrieved from https://arrestedlawyers.org/2024/01/31/ankara-appeal-court-defies-echr-sentences-19-lawyers-to-125-years/ 

     iv      Kandemir, E., & Hudson, M. (2022). Turkey’s new media law is bad news, but don’t report it. Brookings Institution. Retrieved from https://www.brookings.edu/articles/turkeys-new-media-law-is-bad-news-but-dont-report-it/ 

     v      Republic of Turkey. (1991). Anti-Terrorism Law (Law No. 3713) on crimes committed by terrorist organizations. Official Gazette of the Republic of Turkey.

     vi      United Nations. (1966). International Covenant on Civil and Political Rights (ICCPR). United Nations Treaty Collection.  

      European Court of Human Rights. (2021). Şorli v. Turkey. European Court of Human Rights.

     vii    JURIST. (2021). Europe rights court: Turkey liable for freedom of expression right violation. JURIST News. Retrieved from https://www.jurist.org/news/2021/10/europe-rights-court-turkey-liable-for-freedom-of-expression-right-violation/ 

     ix    Turkish Minute. (2024). Lawyer arrested after accusing Erdogan, far-right ally of ex-Grey Wolves leader’s murder. Turkish Minute. Retrieved from https://www.turkishminute.com/2024/09/02/lawyer-arrested-after-accusing-erdogan-far-right-ally-ex-grey-wolves-leaders-murder/ 

     x    Amnesty International. (2022). Turkey: New disinformation law poses serious threat to freedom of expression. Amnesty International.  

     xi      English PEN. (n.d.). Turkey: Freedom of expression in jeopardy. English PEN. 



    Seven Turkish Citizens Abducted in Kenya Press RELEASE

    Panashe Mlambo and The Journalism Department.

    Broken Chalk is deeply concerned about the proposed amendments to the Iraqi Personal Status Law No. 188 of 1959 and appeals to the government to safeguard the interests of children. If enacted, these amendments would pose a significant threat to the rights of women and children in Iraq.The proposed changes aim to reinstate religious laws over the current constitutional laws that govern Iraq. A particularly alarming aspect of this proposal is that it would allow for the legal marriage of girls to be 9 years and boys 15 years. Currently, Iraqi law prohibits marriage under the age of 18, ensuring a level of protection for children.The enactment of this proposal would have far-reaching consequences, not only economically and politically but also in terms of education. Every child has the right to education and to be treated as a child. As a signatory to the UN Convention on the Rights of the Child, Iraq is obligated to protect the interests of its children. This proposal represents a serious deviation from Iraq’s commitments under the UN Convention and would likely result in grave human rights violations.Research has consistently shown that child marriages reduce educational opportunities, increase school dropout rates, and restrict the freedom of children. Moreover, this law would likely exacerbate gender-based violence and further diminish accountability for perpetrators who target children.Broken Chalk strongly urges the Iraqi government to safeguard the interests of children and to protect their childhood and freedom by rejecting this harmful proposal.

    Seven-Turkish-Citizens-Abducted-in-Kenya-Press-RELEASE

    From Pollution to Education: How Environmental Degradation in Lebanon Impacts the Education System

    Written by Iasmina-Măriuca Stoian

    Introduction

    For the past two centuries to the present day, Lebanon has been subjected to the ever ongoing global environmental disasters and degradations, which have threatened the country’s infrastructure, national health and wellbeing as well as the overall economic climate. Most of them are also a result of the conflict period, more specifically from 2006. This article looks at the effects that environmental disasters have on education (such as destroyed school buildings and even threats to the health or the lives of students and teachers) . In country suffocating in the hazardous fog of pollution whilst suffering the effects of an extreme rise of commodity prices in their market economy, citizens live in a country that where health hazard is omnipresent and inevitable creates a population of sick and diseased people who have to then spend most of their income on healthcare, rendering them unable to afford any sort of education . It has become evident that there is an urgent need for the implementation of sustainable practices and policies in Lebanon, if the country hopes to improve its social welfare and economy. It is the responsibility of the Lebanese government to take the appropriate actions that will answer all needs of the Lebanese community. The pivotal question arises about whether our environment is being managed sustainably or if environmental concerns, along with the education sector, continue to be deprioritized. In order to have a sustainable future, both should be among the top priorities.

    Current situation

    Lebanon is facing severe environmental degradation due to systemic corruption, lack of effective regulation, unsustainable practices in agriculture and industry, but also from conflicts. From July 2006, the Post-Conflict Branch of the UN Environment Program started to monitor environmental issues associated with the conflict in Lebanon, by tracking potential environmental impacts on both sides of the border, in Lebanon and Israel. The assessment, conducted by the UN Environment and local partners, investigated issues related to solid and hazardous waste, industrial contamination, coastal and marine pollution, water resources, asbestos, and weapons used. The report found no evidence of depleted uranium or radioactive materials, but concerns remain about cluster bombs. In addition, the country heavily depends on generators for power consumption, and water and land have been polluted severely through human activities (deforestation). There is a large amount of disposal too. This has led to health problems, loss of biodiversity and increased exposure to natural disasters. Global cooperation and assistance, as well as the application of environmental legislation are indeed indispensable in helping Lebanon address its most pressing environmental challenges towards a healthier future.

    Limited Access to Clean Water and Sanitation

    According to the statistics made by USAID, Lebanon faces a significant water deficit, with only 48% of the population having access to safely managed water and 20% having access to safely managed sanitation. In schools, this lack of clean water and sanitation directly affects students who may not have access to safe drinking water or suitable sanitary facilities. These health risks, especially when specific ones recur time and again within a child’s life stream, can culminate in physical symptoms that keep sick children out of school. Schools also face challenges of providing their students and staff a safe environment as they lack access to water/sanitation with good quality infrastructure. USAID, among other organizations, along with local communities in Lebanon (plus other donors), are taking steps to provide populations access to safe drinking water and sanitation sources which would positively impact the students of tomorrow.

    2020 Beirut explosion

    On the 4th of August 2020, in the Port of Beirut, an explosion killed more than 200 people, injured more than 500 people, and affected approximately 280 educational institutions. What started as a simple warehouse fire of 2,750 tons of improperly stored ammonium nitrate, later caused significant environmental damage, including air and water pollution due to the release of hazardous chemicals. Beirut, previously a cultural hub with famous universities, was heavily affected by the blast, worsening its pre-existing financial struggles and threatening faculty with job loss. Thus, the Beirut explosion remains a symbol of Lebanon’s deep-seated political corruption, negligence, and the broader issues existing in the country, also recognized as one of the largest non-nuclear explosions in history.

    Impact on health for students and teachers

    The environmental disaster in Lebanon has significant health impacts on both students and teachers. The Beirut explosion released toxic chemicals into the air, leading to respiratory problems in nearby schools. Additionally, the country’s inadequate waste management has resulted in polluted water supplies, causing gastrointestinal illnesses among children. Schools located near landfills or industrial areas are particularly at risk, exposing students and teachers to harmful pollutants daily. These environmental challenges exacerbate existing health issues, leading to higher dropout rates and lower educational outcomes.

    Existing initiatives and responses

    In response to the current situation in Lebanon, several projects and initiatives have been launched and are still in the process of implementation, in order to address these challenges. Multiple international organisations, some of them being USAID or the United Nations. USAID’s project named Lebanon Water Project (LWP) finished in 2020 and aimed to improve access to safe drinking water, and to develop wastewater management. Other projects are also notable, for instance, the UNDP’s reforestation initiative aims to restore 10,000 hectares of forestland by planting 10 million trees, while UNICEF’s WASH programs have provided clean water and sanitation to over 200,000 people.

    Conclusion

    In summary, severe environmental degradation in the face of systemic corruption, conflict, and poor regulation has left deep impacts on both the infrastructure and health of the country, notably education. The explosion at Beirut and unrelenting problems with water scarcity and pollution raise awareness and underscore the acute need for effective environmental management and sustainable practices. Whereas most of the giant strides have been traversed by international organizations—the USAID, United Nations, or any other organization—through focused projects related to reforestation, water management, and sanitation, these must be scaled and folded into broader systemic reforms. Intervention in environmental crises in Lebanon is not only significant for natural and urban landscapes but also a healthy and fair educational environment. This shall ensure that in the securing of a sustainable future, the environmental and educational priorities of Lebanon align and are robustly attended to by comprehensive and long-term strategies and international cooperation.

    References

      Cover Image by Tripoli, Lebanon on 1/31/2021 © Zwein Florient / Shutterstock

       

      Broken Chalk Condemns Escalation in Lebanon, Urges Protection of Children

      Panashe ML Mlambo and The Journalism Department.

      Broken Chalk Condemns Escalation in Lebanon, Urges Protection of Children. Broken Chalk, an organisation dedicated to improving access to education, is deeply concerned by the escalating violence in Lebanon and its devastating impact on children.Thousands of innocent civilians have been displaced, and children are bearing the brunt of the conflict. The recent attack has resulted in the tragic loss of young lives and left countless children traumatised.Broken Chalk emphasises the urgent need for a peaceful resolution to the crisis and calls upon all parties involved to prioritise the protection of children. The psychological well-being of children is being severely compromised, and the uncertainty surrounding school openings due to the ongoing bombing is causing further distress.Broken Chalk appeals to the international community to take immediate action to ensure the safety and well-being of Lebanese children. Humanitarian aid must be provided to support displaced families and address the urgent needs of children, including access to education, healthcare, and mental health services.

      Research and Journalism Department

      Email: research@brokenchalk.org

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