Breaking the Cycle: Addressing Child Marriage in India and Its Impact on Future Generations and the role of education: A qualitative analysis

Child marriage in India, despite decades of reform, remains a significant social issue, affecting millions of young girls, particularly in rural areas. Marrying girls off at a young age has become a tradition deeply rooted in cultural norms and exacerbated by economic hardships. According to recent data, over 23% of women aged 20 to 24 were married before the legal age of 18 i,ii; . This figure is still high, but it represents a decline from previous decades. This article will explore the factors that perpetuate child marriage in India, the consequences it has on future generations, and the actions needed to break the cycle. The article will also provide insights on the role of education

Factors that Perpetuate Child Marriage
1. The Cultural Drivers of Child Marriage Issue

One of the main reasons for the persistence of child marriage in India is the deep-rooted cultural belief that early marriage secures a girl’s future. This practice is particularly prevalent in rural areas where traditional norms hold greater sway over people’s decisions than modern laws. In some communities, parents believe that marrying their daughters early is the best way to protect their honor and ensure their economic security iii.

According to our interviewee, from rural India described, “It’s not just about poverty—it’s about long-standing beliefs that are hard to change. No matter how much education you have, the cultural expectation that girls should marry young often takes precedence.” These entrenched beliefs are often passed down through generations, making it difficult to challenge them. Efforts to change these attitudes must be rooted in community engagement and dialogue iv.

2. Economic Pressures and Poverty
Another issue that arose in our interview was that of the economic status of families. Economic factors play a significant role in driving child marriage in India. For many families living in poverty, marrying off a daughter early is seen as a way to reduce financial burdens. When resources are scarce, having one less mouth to feed can seem like a viable solution. Furthermore, many families view marriage as a way to transfer financial responsibility to the husband’s family.

A study by the National Family Health Survey (NFHS) highlights the correlation between poverty and child marriage, showing that nearly 40% of girls from the lowest wealth quintile marry before the age of 18, compared to just 8% from the wealthiest families v . These statistics reveal the stark economic divide that contributes to the continuation of child marriage. Without addressing the economic pressures that lead families to marry off their daughters, it will be difficult to eliminate the practice entirely.

The Impact of the COVID-19 Pandemic
The COVID-19 pandemic exacerbated the issue of child marriage in India. The economic fallout from the pandemic, including widespread job losses and school closures, has led many families to marry off their daughters as a way to cope with financial uncertainty. According to UNFPA, the pandemic has pushed an estimated 10 million more girls globally into early marriage, with India seeing a sharp increase in child marriages during this period vi.
The pandemic also disrupted educational programs and community-based interventions aimed at preventing child marriage, further compounding the problem. As one student reflected, “During COVID, the unemployment rates soared, especially among women, and families who were already struggling found it even harder to provide for their children. Marriage became a way to reduce the burden”.

Legal Framework and Enforcement Background and Fact
India has strong legal frameworks designed to prevent child marriage, most notably the Prohibition of Child Marriage Act (PCMA), 2006. This law sets the legal age of marriage at 18 for women and 21 for men and provides penalties for those who violate the law. Despite these legal protections, enforcement remains a challenge, particularly in rural areas where awareness of the law is limited, and traditional norms are more influential than legal mandates vii,viii; .

The Indian government has made strides in promoting gender equality and reducing violence against women and girls. The creation of One Stop Centres and the implementation of a national helpline have provided vital support to women and girls at risk of violence and early marriage ix. However, the gap between policy and practice remains significant. Strengthening enforcement mechanisms and raising awareness about the legal consequences of child marriage are essential steps in addressing the issue.

The Consequences of Child Marriage
The consequences of child marriage are far-reaching and devastating, not just for the individual but for society as a whole. Girls who marry young are more likely to drop out of school, experience domestic violence, and face health complications related to early pregnancies. According to Plan International, girls who marry before 18 are also more likely to experience economic hardships later in life, as they are less likely to achieve financial independence.

Child marriage also perpetuates cycles of poverty, as girls who marry early are denied the opportunity to contribute meaningfully to their communities. Additionally, the practice reinforces gender inequality by limiting the opportunities available to women and keeping them in subordinate roles within society. Addressing child marriage is therefore essential not only for protecting the rights of girls but also for promoting gender equality and reducing poverty.

Education as a Tool for Change
Education is one of the most powerful tools in delaying marriage. Girls who stay in school longer are less likely to marry early and more likely to achieve financial independence. Research by Plan International has shown that over 70% of girls with no education marry before 18, compared to 27% of those who complete secondary school. Education provides girls with the knowledge and skills needed to contribute economically to their families, which reduces the perceived need for early marriage x.

In some regions of India, programs focused on education have shown success in delaying marriage. For example, vocational training programs that provide girls with marketable skills have enabled them to become financially independent, thereby reducing the economic pressures on families to marry them off. However, while education is a crucial part of the solution, it must be accompanied by efforts to change cultural attitudes toward marriage xi,xii ; .

Community-Based Interventions
Community engagement is key to changing the social norms that perpetuate child marriage. Initiatives that involve parents, local leaders, and youth in discussions about the harms of child marriage and the benefits of education have been successful in changing attitudes. Programs supported by organizations such as Girls Not Brides have demonstrated that when communities are involved in the conversation, real change can occur xiii.

One effective approach is to engage men and boys in the fight against child marriage. By challenging traditional gender roles and promoting gender equality, these programs help change the perception that girls are a financial burden that can be alleviated through marriage. Additionally, involving religious and community leaders can lend credibility to efforts aimed at ending child marriage, as these figures hold significant influence in rural areas xiv.

Recommendations for Addressing Child Marriage
Ending child marriage in India will require a multi-pronged approach that goes beyond legal reforms. While laws like the PCMA are crucial, they must be supported by efforts to change cultural attitudes, improve access to education, and provide economic alternatives to marriage.
1. Strengthen Education Programs: Expanding access to quality education, particularly in rural areas, is essential for delaying marriage. The government should prioritize building more schools, providing scholarships, and ensuring that schools are safe environments for girls. Programs that provide vocational training for girls at risk of child marriage are also crucial.
2. Change the Cultural Narrative Around Child Marriage: Another important recommendation from our interviewee was the need to shift cultural perceptions. The student emphasized that families need to realize that child marriage does not necessarily provide a better future for their daughters. By changing this narrative, and reinforcing the value of education, it becomes easier to convince families to delay marriage.
3. Involve Local Stakeholders in Policy Making: The student interviewed emphasized that governments and international organizations should involve local stakeholders, such as community leaders, parents, and law enforcement, in the policy-making process. By engaging these individuals, governments can tailor laws and interventions to reflect cultural realities, making them more effective. This involvement will also help spread awareness within communities about the importance of delaying marriage.
4. Engage Communities in Changing Norms: Community-based programs that involve local leaders, parents, and youth in discussions about the harms of child marriage are essential for changing cultural attitudes. Programs that involve men and boys in promoting gender equality can help challenge traditional gender roles and perceptions about marriage.
5. Strengthen Legal Enforcement and Simplify Procedures for Families: The student recommended that while legal frameworks like the Prohibition of Child Marriage Act are essential, their enforcement in rural areas remains weak due to a lack of awareness and accessibility. To improve this, the student suggested simplifying the process for families to access government schemes and legal support. This would involve reducing bureaucratic barriers, such as lengthy documentation requirements, which currently make it difficult for families to seek help. Additionally, better training for local law enforcement and officials to monitor and prevent child marriage is necessary. By making legal support more accessible and ensuring that penalties for child marriage are enforced consistently, families would be less likely to resort to early marriages.

Conclusion
Child marriage in India is a complex issue that requires a multifaceted response. While legal frameworks like the Prohibition of Child Marriage Act are crucial, they must be supported by efforts to address the cultural, economic, and educational factors that perpetuate the practice. By expanding access to education, providing economic support, strengthening legal enforcement, and engaging communities in changing social norms, India can make significant progress in ending child marriage and securing a brighter future for its girls.

REFERENCES

i  Plan International. “Child Marriage in India.” Plan International, 2024. https://planinternational.org/india.
ii  UNFPA India. “Child Marriage in India: Key Insights from the NFHS-5 (2019-21).” UNFPA India, 2024. https://india.unfpa.org.
iii  Girls Not Brides. “India – Girls Not Brides.” Girls Not Brides, 2022. https://www.girlsnotbrides.org.
Plan International. “Child Marriage in India.” Plan International, 2024. https://planinternational.org/india.
v   UNFPA India. “Child Marriage in India: Key Insights from the NFHS-5 (2019-21).” UNFPA India, 2024. https://india.unfpa.org.
vi  UNICEF India. “Reducing Child Marriage in India.” UNICEF India, 2024. https://www.unicef.org/india/reports/reducing-child-marriage-india.
vii  Plan International. “Child Marriage in India.” Plan International, 2024. https://planinternational.org/india.
viii  Girls Not Brides. “India – Girls Not Brides.” Girls Not Brides, 2022. https://www.girlsnotbrides.org.
ix  Ibid.
x   Plan International. “Child Marriage in India.” Plan International, 2024. https://planinternational.org/india.
xi   Ibid.
xii   UNFPA India. “Child Marriage in India: Key Insights from the NFHS-5 (2019-21).” UNFPA India, 2024. https://india.unfpa.org.
xiii   Girls Not Brides. “India – Girls Not Brides.” Girls Not Brides, 2022. https://www.girlsnotbrides.org.
Ibid.

Broken Chalk urges international response to the mass detentions in Türkiye

The human rights organization Broken Chalk is urging the international community to take action following the detention of over 200 individuals primarily university students by Turkish authorities during protests earlier this month.

The recent wave of detentions happened on May 6, 2025. It is particularly worrying that the detainees were not allowed access to a legal counsel and their families for the first 24 hours. The case details were not transparent either, leading to serious worrying from families and their legal representatives. Due process and transparency are missing in the detention process.

This latest operation also marks a continued effort to detain individuals alleged to be linked to the Hizmet Movement (or “FETÖ”, as referred to by Turkish authorities). Framed as a counter-terrorism effort, the Interior Minister Ali Yerlikaya shared a propagandistic video depicting routine activities by headscarved women as subversive acts. Multiple arrests were based on questionable grounds such as attending educational events, traveling abroad, or living with persons who were detained in earlier waves of arrests of Hizmet Movement affiliated persons. Notably, young female students were heavily targeted—some detained for cultural trips or mere associations. In one tragic case, a woman was arrested despite having lost her father to cancer while he was imprisoned under similar charges. It is clear that the Turkish authorities are using the term “terrorism” broadly, increasingly targeting civic or religious activity with this approach, and consequently, undermining rule of law and civil freedoms.

The arrests did not start on the 6th of May. Ever since the arrest of the Mayor of Istanbul on the 19th of March, 2025, the number of detentions has been increasing. President Erdogan is cracking down on the freedom of speech of the population, trying to drown the voice of the people who are questioning the arrest and the withdrawal of the bachelors diploma of Mr Imamoglu. It is important to note that the diploma is needed for signing up for the presidential candidacy. It is suspected that this was a deliberate move to make the Mayor of Istanbul disqualified early on from the presidential race. The Turkish population mobilised in big numbers but this also came at a cost, more than 2000 persons, have been detained and the number could be way higher.

Broken Chalk wishes to raise awareness of these events, especially to the clear violation of fundamental human rights such as the right to freedom of assembly and the right to due process. The way the arrests are conducted and the detention procedure is happening, it is clear that there is a lack of transparency, which undermines the trust in authorities and in general, the government.

Broken Chalk is calling on global leaders and human rights bodies to monitor the situation closely and pressure the Turkish government to respect civil liberties and the rule of law:

High Commissioner for Human Rights,
Secretary General of the Council of Europe,
Chairman of the Working Group on Arbitrary Detention,
Special Rapporteur on Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment,
Special Rapporteur on the Protection of Private Life,
Special Rapporteur on the Promotion and Protection of the Right to Freedom of Opinion and Expression,
Special Rapporteur on the Independence of Judges and Lawyers and
Council of Europe Commissioner for Human Rights.

Photo by Mathias Reding on Unsplash

References

 1. BBC, “Thousands turn out for Turkey protests after more than 1,400 arrests” March 26 2025, <https://www.bbc.com/news/articles/ckgz58rz3k8o> 

2.  Al-Monitor, ‘Over 400 detained in Istanbul’s May day protest” May 1 2025 <https://www.al-monitor.com/originals/2025/05/over-400-detained-istanbuls-may-day-protest-turkey-restricts-transit>

Educational Challenges in Mongolia

Nestled between Russia and China, Mongolia is a country of striking contrasts. Its vast steppes, rugged mountains, and expansive deserts have long shaped the nomadic lifestyle of its people, who rely on herding and agriculture for their livelihoods. Despite rapid urbanization, nearly one-third of Mongolia’s population continues to live a nomadic existence, moving with the seasons in search of better pastures. This way of life, while culturally rich, presents unique challenges for the education system.

In urban centres like Ulaanbaatar, modern schools cater to growing populations, but in rural areas, children from nomadic families often face interrupted schooling or must travel long distances to attend classes. Mongolia’s economy, still heavily reliant on mining and livestock, has seen significant growth, yet income disparities persist. These economic and geographic factors contribute to a widening gap in educational access and quality, particularly for those living in remote regions.

Mongolia faces a significant educational challenge: ensuring access to quality education for all its children. While the government has made strides in expanding school enrolment, disparities remain stark, particularly between urban and rural areas. Many children in remote regions lack access to well-equipped schools, trained teachers, and modern learning resources.

Mongolia’s education system follows a structure influenced by the Soviet model. It includes four years of primary education starting at age 8, followed by four years of middle school, both of which are compulsory. Secondary education spans two to three years, often requiring rural students to stay in hostels to attend school due to the lack of schools in rural areas. Vocational education is available but underdeveloped, and tertiary education is offered by institutions like the National University of Mongolia. Challenges include geographic disparities and limited resources for rural and vocational education.

  1. The geographic divide in education

Mongolia’s vast, sparsely populated terrain significantly impacts students’ access to quality education, particularly those from rural and nomadic families. According to UNESCO, around 30% of Mongolia’s population is nomadic or semi-nomadic, and their constant movement disrupts children’s education. Rural students often must travel over 50 km to reach boarding schools, where resources are often inadequate. Poor infrastructure, including unpaved roads, further limits access, especially during harsh winters. These barriers contribute to lower enrolment rates and a persistent urban-rural gap in educational outcomes.

2. Qualities disparities between urban and rural schools

In Mongolia, the divide between urban and rural schools is stark, with rural students facing several significant barriers to accessing quality education. One of the key issues is teacher shortages in remote areas. In urban schools, teachers are typically more qualified and better supported, but in rural regions, schools often struggle to attract and retain qualified educators. This is due to a combination of factors, including the harsh living conditions in rural areas, lower salaries, and the lack of professional development opportunities. As a result, many rural schools have teachers who are either underqualified or not specialized in the subjects they teach.

Furthermore, the curricula in rural areas are often outdated and fail to reflect modern pedagogical trends or the needs of students in an increasingly globalized world. Urban schools, on the other hand, are more likely to have access to updated learning materials and teaching strategies. Technology access is another key issue. Rural schools often lack reliable internet access and computers, which are increasingly essential for modern learning. In contrast, urban schools typically benefit from better technological infrastructure, providing students with more opportunities for digital learning.

Additionally, urban migration has exacerbated overcrowding in city schools, putting additional strain on already limited resources. As more people move to urban areas in search of better opportunities, cities like Ulaanbaatar are experiencing rapid population growth, which has led to overcrowded classrooms. This not only impacts the quality of education by reducing the amount of individualized attention students receive but also places pressure on school infrastructure and teaching staff while urban schools in Mongolia generally benefit from better resources and infrastructure, rural schools face significant challenges, including teacher shortages, outdated curricula, and limited access to technology. At the same time, urban migration has intensified overcrowding in city schools, further straining educational resources and affecting the quality of education. To address these disparities, targeted investment in rural education and reforms to urban schooling systems are needed.

3. Economic and social barriers to education

Poverty in Mongolia severely limits access to quality education, as many families cannot afford essential school supplies, uniforms, or fees. Approximately 30% of Mongolia’s population lives below the poverty line, and this economic strain forces many children to abandon school to help with household work or to generate income. In rural areas, where resources are already scarce, this issue is more pronounced, leading to high dropout rates and perpetuating the cycle of poverty. Without proper education, these children’s future opportunities.

4. Cultural factors and gender disparities significantly impact access to education in Mongolia, especially for ethnic minorities and rural populations. The UNICEF 2020 fact sheet highlights that early childhood education (ECE) attendance among Kazakh children is notably lower—47% for those aged 2–4 and 56% for 5-year-olds—due to geographic isolation and linguistic barriers. Gender expectations also contribute to inequality, with girls in rural areas often prioritizing domestic responsibilities over education. These challenges perpetuate unequal access and hinder educational outcomes for marginalized groups.5

 

Government Efforts and Limitations

The Mongolian government has implemented several initiatives to address access to quality education, particularly for nomadic and rural populations. One significant initiative is the establishment of mobile ger kindergartens. These portable schools, designed to align with the nomadic lifestyle, have provided early education to thousands of children who would otherwise have no access to formal learning. Initiated in partnership with organizations like UNICEF and Save the Children, these schools allow children to develop foundational skills and prepare for higher education levels. By 2012, over 2,600 children benefited from such programs, with ongoing efforts to expand their reach​.

Additionally, scholarships and digital education platforms have emerged to support older students, especially during the COVID-19 pandemic. Remote learning programs, including televised and online classes, were introduced to maintain educational continuity. Despite their potential, these solutions face challenges, such as limited internet access and technological infrastructure in rural areas.

6. However, gaps persist in funding and policy implementation. Many educational initiatives rely heavily on international aid and partnerships, such as contributions from UNICEF and the Asian Development Bank. While these efforts have positively impacted access and quality, they highlight the dependency on external support, emphasizing the need for sustainable, government-led reforms​. Strengthening local education funding, enhancing teacher training, and improving digital infrastructure are critical steps for bridging the gaps in Mongolia’s education system.

 

The Role of Technology in Bridging Gaps

Mongolia has embraced innovative solutions to bridge the digital divide and improve access to education for students in remote areas. E-learning platforms like “Digital Adventure” offer interactive lessons, games, and quizzes, enabling children in isolated regions to learn independently. These platforms provide vital educational support, particularly during harsh winters or disruptions like the COVID-19 pandemic. Additionally, solar-powered devices have been introduced to address electricity shortages in rural areas. By equipping nomadic families with solar panels and portable generators, students can charge devices and access both online and offline lessons, ensuring continued learning regardless of location.

7. However, scaling these digital solutions is fraught with challenges. Internet connectivity remains a significant hurdle, as only a small percentage of rural households have reliable access to the internet. Infrastructure limitations further complicate the situation, with schools and homes often lacking the necessary technology to support e-learning. For many low-income families, the excessive cost of devices and connectivity is an additional barrier, making it difficult to participate in digital education initiatives. Compounding these issues is the lack of digital literacy among both students and teachers in remote areas, highlighting the need for targeted training and resources.

To fully realize the potential of these innovations, Mongolia must invest in expanding rural infrastructure, improving internet connectivity, and providing financial and training support for educators and families. By addressing these challenges, the country can ensure that all children, regardless of their geographic location, have equal opportunities to benefit from digital education.

 

Conclusion

Mongolia’s journey toward ensuring access to quality education for all its children reflects both significant progress and persistent challenges. Geographic isolation, resource disparities, and economic barriers continue to hinder the education system, particularly for rural and nomadic communities. While initiatives like mobile ger kindergartens, scholarships, and e-learning platforms have provided hope and opportunities, gaps in funding, infrastructure, and digital accessibility remain pressing concerns.

To address these issues, Mongolia must prioritize sustainable investments in rural education, enhance teacher training, and expand digital connectivity to underserved areas. Collaboration with international organizations and leveraging innovative technologies can further bridge the urban-rural divide. Ultimately, providing equitable access to quality education is not just a developmental goal but a critical foundation for Mongolia’s social and economic future. As the country works to overcome these barriers, it reaffirms a powerful commitment: ensuring every child, no matter where they live, can thrive and contribute to a brighter, more inclusive tomorrow.

Photo of Mongolian horses and the flag of Mongolia by Ryan Brooklyn on Unsplash 

 

Reference:

Graceffo, Antonio. “Poverty and Educational Access in Mongolia.” LinkedIn Pulse. Last modified May 3, 2016. https://www.linkedin.com/pulse/poverty-educational-access-mongolia-antonio-graceffo-phd-china-mba#:~:text=A%20lack%20of%20government%20income,problems%20together%20exacerbate%20the%20problem.

Scholaro. “Mongolia Education System.” Accessed November 28, 2024. https://www.scholaro.com/db/countries/Mongolia/Education-System.

The Borgen Project. “Education in Rural Mongolia.” Last modified August 19, 2021. https://borgenproject.org/education-in-rural-mongolia/#:~:text=According%20to%20a%20UNICEF%20fact,between%20rural%20and%20urban%20schools.

UNDP. “Bridging the Digital Divide in Mongolia,” n.d. https://www.undp.org/mongolia/blog/bridging-digital-divide-mongolia.

UNESCO. Mongolia: Education Policy Review—Paving the Way to Education 2030. Accessed November 28, 2024. https://unesdoc.unesco.org/ark:/48223/pf0000266056.

UNICEF. MICS-EAGLE Education Fact Sheets: Mongolia 2020. New York: UNICEF, 2020. https://data.unicef.org/wp-content/uploads/2021/11/MICS-EAGLE_Education_Fact-sheets_2020_Mongolia.pdf.

UNICEF Mongolia. “Time to Revamp Education: Mongolia’s Path to a Brighter Future.” UNICEF. Last modified March 21, 2023. https://www.unicef.org/mongolia/stories/time-revamp-education-mongolias-path-brighter-future.

 

Arrest of Turkish-Brazilian Businessman in Brazil Raises Human Rights Concerns

Introduction

On May 1, 2025, Turkish-Brazilian dual national Mustafa Göktepe was arrested in São Paulo, Brazil, following an extradition request from the Turkish government over alleged links to the Gülen movement.

Background

Mustafa Göktepe, 47, has resided in Brazil for approximately two decades and became a naturalised citizen in 2012. He is married to a Brazilian woman and has two daughters, aged 8 and 13, both born in Brazil. Göktepe is a prominent figure in the Turkish-Brazilian community, operating a chain of Turkish restaurants that employ over 100 individuals. He also serves as the president of the Institute for Intercultural Dialogue (Instituto Pelo Dialogo Intercultural), a Brazilian NGO dedicated to promoting intercultural dialogue. He also worked as a computer teacher in Türkiye at a school known as Gülen School.

Legal Proceedings

Justice Flávio Dino of Brazil’s Supreme Federal Court (STF) ordered the arrest, which is provisional pending the court’s decision on the extradition request. The Turkish government accuses Göktepe of having links to the Gülen movement, which it classifies as a terrorist organisation. However, the movement denies involvement in any terrorist activities.

Ankara accuses Gülen, a U.S.-based Muslim cleric, of orchestrating the July 15, 2016, coup attempt, and has declared his movement a terrorist organisation. He denies any connection with the abortive putsch.

At its peak, the Gulen movement operated schools in 160 countries, from Afghanistan to the United States. Since the coup attempt, Türkiye has pressured allies to shut down Gulen-run establishments.

 

Human Rights Considerations

The case raises significant human rights concerns, particularly regarding the potential for political persecution. Given Göktepe’s long-standing residence in Brazil, his Brazilian citizenship, and his family’s ties to the country, extradition could have profound implications for his rights and well-being. It is crucial that Brazilian authorities thoroughly assess the extradition request, ensuring compliance with international human rights standards and protections against political persecution.

 

Since 2015, hundreds of men alleged by the Turkish authorities to have links with the Gülen movement, living in countries around the world, have been arbitrarily detained and forcibly returned to Türkiye. All these people are faced with very serious human rights violations in Türkiye.

 

Conclusion

The arrest of Mustafa Göktepe underscores the complexities at the intersection of international law, human rights, and political considerations. As the Brazilian judiciary deliberates on the extradition request, it is imperative to uphold the principles of justice and human rights, ensuring that individuals are not subjected to political persecution under the guise of legal proceedings.

 

References

​​Turkish Minute. (2025, May 3). Turkish businessman arrested in Brazil, faces extradition to Turkey over Gülen links. https://www.turkishminute.com/2025/05/03/turkish-businessman-arrested-in-brazil-faces-extradition-to-turkey-over-gulen-links/ ​

 

Six Turks arrested in Kosovo over Gulen links extradited to Turkey – Anadolu https://www.reuters.com/article/world/six-turks-arrested-in-kosovo-over-gulen-links-extradited-to-turkey-anadolu-idUSKBN1H5213/

 

Press Release: Enforced Disappearances of Educationist Orhan Inandim https://www.reuters.com/article/world/six-turks-arrested-in-kosovo-over-gulen-links-extradited-to-turkey-anadolu-idUSKBN1H5213/

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