Russia Strikes Again: The Devastation of Ukraine’s Largest Children’s Hospital 

Written by Uilson Jones 

For many people around the world, Monday mornings consist of a rush to their place of employment or attending classes at school, going about their day without the slightest disturbance – apart from the casual annoyance due to traffic delays and the like. For Ukrainians, Mondays (as well as every other day) begin and end in destruction, bloodshed and grief. 

On Monday July 8th, Russia launched a massive barrage of missiles against key points of civilian infrastructure in Kyiv and many other urban centres. Amongst these structures was Ukraine’s largest children’s hospital, Okhmatdyt. As a result of this vicious attack against Ukrainian children, a staggering 36 people were killed and another 140 injured, according to Andriy Yermak (BBC, 2024). These figures which are initial estimates, are expected to climb much higher given further investigation. The missiles struck surgical, oncological and toxicological departments, virtually levelling these intensive care units where children with cancer and other life-threatening illnesses were being treated (UNSC, 2024).  

The immediate aftermath on the scene was one right out of a horror movie – yet this was a brutal reality for Ukrainians on the ground. Hundreds of children with chronic illnesses, medical personnel, and staff were being rapidly evacuated from the shattered ruins of the building. Roads and highways in Kyiv were blocked up with waves of ambulances attempting to get on site in time to save as many lives as possible. A horror of unimaginable scale erupted as civilians on the scene, rescue teams, ambulances and fire brigades attempted to do everything in their power to lend their helping hand. 

What of the response of Russian officials around the globe? The course of action taken by Russian officials was to outright deny its involvement in the Monday attack, despite overwhelming evidence to the contrary. An unending tirade followed, pointing fingers at the West and Ukraine for the decimation of the children’s hospital. Russia’s Council President for July went so far as to state the following: “If this was a Russian strike, there would have been nothing left of the building and all the children would have been killed and not wounded” (UNSC, 2024).

Shamelessly covering up this hideous war crime, he chose to boast about the might of the Russian war machine – or whatever is left of it after struggling against the significantly smaller military might of Ukraine for two and a half years. A war that was supposed to last three days is rapidly approaching its third year as Ukrainians have been able to bog-down their opponent (Defense One, 2022). With slow and modest gain on the front lines, the consistent strikes on civilian infrastructure have been evident. Over the course of this time, the UN has verified 1,878 Russian attacks against various civilian infrastructure facilities, of which 249 (only in 2023) were directly attributed to Russian invaders (UNSC, 2024).  

Now, one must reasonably pose the following questions: How long will it take for some states to deny the visibly absurd statement that Russia is not targeting civilians? India’s Prime Minister Narendra Modi was on a visit in Moscow during that time, willingly praising Putin for his hospitality, whilst the Indian Embassy was located only a few hundred meters away from Russian-induced destruction. Furthermore, how can it be justified to have a party that initiate attack at the head of the Council, supposedly supporting universalist principles of world peace and human rights? The term ‘war criminals’ has been applied time and time again to the Russian military and its officials, in numerous and ongoing UN investigations regarding human rights concerns in Ukraine (UNHRC, 2024).

The Council is not the place for cheap and dirty politics. It is a place for upholding the necessary values of the international community, ones that are being violated every hour of every waking day by the so-called Russian Federation. How can one speak of ceasefires and peace deals with Russia, when the Russian military is so blatantly destroying every aspect of Ukrainian society, including the most vulnerable sections of its population – children with chronic illnesses? It is due to these indiscriminate strikes levied against civilian infrastructure, that the European Parliament has declared Russia to be a ‘state sponsor of terrorism’ (EP, 2022). 

These attacks by the Russian government will not cease on their own. Ukraine must be granted the full right to defend itself in any manner it so pleases. As it currently stands, Russia is using bases deep within its territory to carry out such acts. Ukraine has not yet received the permission to nip these in the bud to definitively safeguard its people (Politico, 2024). Furthermore, Ukraine requires urgent humanitarian and lethal aid to be able to cope with said attacks. This means modern medical and technical equipment, more air defence systems, shells, artillery systems and far more. In history, the world has learned the hard way of what happens when imperialistic states with totalitarian leaders are able to get away with widespread murder and occupation. One hopes that these mistakes will not be repeated, not only for the sake of Ukrainian children and the rest of its population, but also for the sake of the entirety of Europe.

These important decisions were of absolute necessity already in 2022. One can only agitate and hope for their implementation now and in the near future. Negotiation is impossible, when the opponent is so willing to decimate the most defenceless sections of Ukraine’s population. Without urgent aid, we will surely hear of many more such egregious events taking place. Immediate steps need to be taken in order to ensure the safety of children given the ongoing state of war, and stronger measures need to be put into place which can allow children to study, heal, rest and play in peace. 

References

  • Copp, T. (2022). ‘The convoy is stalled’: Logistics failures slow Russian advance, Pentagon says. Defense One. https://www.defenseone.com/threats/2022/03/convoy-stalled-logistics-failures-slow-russian-advance-pentagon-says/362666/. 
  • Corp, R, & Herrmannsen, K. (2024). Children’s hospital hit as Russian strikes kill dozens in Ukraine. BBC. https://www.bbc.com/news/articles/cl4y1pjk2dzo. 
  • European Parliament. (2022). European Parliament declares Russia to be a state sponsor of terrorism. https://www.europarl.europa.eu/news/en/press-room/20221118IPR55707/european-parliament-declares-russia-to-be-a-state-sponsor-of-terrorism.  
  • Melkozerova, V. (2024). Zelenskyy urges Biden to allow Ukraine to hit Russian airfields to stop Kremlin bombing campaign. Politico. https://www.politico.eu/article/volodymyr-zelenskyy-biden-putin-bomb-strikes-russia-bombing-ukraine-war-kremlin/ 
  • UNSC. (2024). Russian Federation’s Attack on Ukainian Children’s Hospital ‘Not Only a War Crime’ but ‘Far Beyond the Limits of Humanity’, Medical Director Tells Security Council. https://press.un.org/en/2024/sc15761.doc.htm. 
  • UNHRC. (2024). Independent International Commission of Inquiry on Ukraine. https://www.ohchr.org/en/hr-bodies/hrc/iicihr-ukraine/index.  
  • Cover Image via Official Website of Ukraine 

The Role of NGOs in Improving Access to Education in Pakistan 

Written by Mahnoor Ali

Pakistan’s education system has long faced numerous challenges that have hampered the country’s socioeconomic development. In Pakistan, all children aged 5 to 16 have the right to a 12-year school education.1 However, despite various government initiatives such as the ‘Education Emergency’ plan2 and ‘Punjab Education Sector Plan3’, Pakistan continues to face low literacy rates, gender disparities, and inadequate educational infrastructure. Against this backdrop, non-governmental organisations (NGOs) have emerged as critical players in the effort to improve educational access and quality throughout the country. This article examines the current state of Pakistan’s education system, the contributions of key NGOs, and potential strategies for increasing their impact. 

Current Situation of the Education System in Pakistan 

The education system of Pakistan consists of approximately 260,903 institutions serving approximately 41 million students, with an estimated 1.5 million teachers. The system is predominantly public, with the government running 69% of institutions. Despite these figures, the literacy rate has remained stable at approximately 62.3% as of 2023, with urban areas having a higher rate (74%) than rural areas (54%). The Pakistan Education Statistics for 2021-22 highlighted a lack of funds, a low pupil-teacher ratio, and a lack of basic facilities.4 

Furthermore, Pakistan has alarmingly high dropout rates, particularly at the primary and secondary levels. Several socioeconomic factors, such as poverty, child labour, and cultural norms, contribute to the high dropout rate. The number of out-of-school children is approximately around 26.21 million which basically means that 39% of children in Pakistan are out of school. Moreover, outdated curricula, insufficient teacher training, and a lack of learning resources frequently jeopardise the educational quality. These difficulties are exacerbated by political unrest and inconsistent policy implementation. 

The Role of NGOs in Improving Educational Access 

In response to these educational challenges, many non-governmental organisations (NGOs) have stepped in to fill the gaps left by the government. They are at the forefront of implementing impactful programs that seek to uplift impoverished communities.5 These organisations work tirelessly to provide quality education, particularly in underserved communities. Their efforts include school construction, scholarship funding, teacher training, and the development of innovative learning programs. There are numerous NGOs in Pakistan which are working for the betterment of education in Pakistan, some of them are mentioned below: 

One of the leading NGOs is The Citizens Foundation (TCF). TCF6 is a non-governmental organisation (NGO) in Pakistan’s education sector which was founded in 1995. Since then, the organisation has established a vast network of 1,921 school units throughout Pakistan, educating approximately 286,000 students. TCF schools provide high-quality education at a low cost, ensuring that low-income children have access to education. This places TCF as one of the largest privately owned networks of low-cost formal schools in the country. The organisation also emphasises gender equality, with nearly half of its students being female. Its comprehensive approach includes community mobilisation and parental involvement, both of which are critical for long-term educational gains. 

Another prominent NGO is the Developments in Literacy (DIL)7 organization. The organisation was established in 2000 and has been providing low-cost, high-quality education to underprivileged children in Pakistan. The organization’s mission is to educate and empower underprivileged students, particularly girls, through student-centered model schools and high-quality professional development for teachers and principals. DIL’s vision is for every child in Pakistan to have equal access to a quality education, regardless of socioeconomic status. Moreover, the organisation currently educates over 61,000 students in 191 schools throughout Pakistan, and many of its graduate’s work in fields such as medicine, engineering, and public service. 

Zindagi Trust8 is another NGO in Pakistan dedicated to improving education by transforming government schools. The trust also works to improve school infrastructure, create safe learning environments, and provide necessary facilities. Moreover, it has transformed under-resourced Karachi schools into model institutions, such as the SMB Fatima Jinnah Government School and the Khatoon-e-Pakistan Government Girls School, which have significantly improved their infrastructure and academic quality. In addition to these initiatives, Zindagi Trust runs comprehensive educational programs like Life-Skills Based Education (LSBE), which provides students with the necessary skills to protect themselves from abuse and health problems. The trust also provides a variety of extracurricular activities, such as art, music, and sports, to promote holistic growth. 

Challenges and the Way Forward 

Despite the significant contributions made by non-governmental organisations, many challenges remain. Scalability is one of the most significant issues. While NGOs working in Pakistan have achieved remarkable success, their reach remains limited in comparison to the large number of children who are still not in school. Scaling up these initiatives necessitates significant financial investment, logistical planning, and collaboration between the government and the private sector. 

Another challenge is of sustainability. Many NGOs projects are heavily reliant on donor funding, which can be unpredictable. Long-term sustainability necessitates the development of self-sustaining models, such as community ownership of schools and revenue-generating activities that support educational initiatives. Furthermore, there is a need for improved coordination among all stakeholders. The government, NGOs, and private sector must collaborate to create a cohesive strategy. 

Conclusion 

The contribution of non-governmental organisations to improving educational access in Pakistan cannot be overstated. Organisations such as the Citizens Foundation, Developments in Literacy, and Zindagi Trust, among others, have made commendable efforts to provide quality education to the country’s most vulnerable populations. However, achieving universal education requires a concerted effort by all stakeholders. This includes expanding on successful models, ensuring sustainability, and encouraging collaboration. By addressing these challenges, Pakistan can get closer to its goal of providing quality education to all, paving the way for a better future. 

To conclude, the journey to educational reform in Pakistan is undoubtedly complex and difficult, but with the continued efforts of NGOs and a collective commitment from all sectors of society, it is attainable. Pakistan’s future depends on its children’s education, and every effort must be made to ensure that no child falls behind. 

References 

  • Abbasi, K. (2024, January 23). Govt turns its back on education sector. DAWN.COM. https://www.dawn.com/news/1807937 
  • Ahmad, H., Fatima, N., & Nazeer, A. (2023). ROLE OF NGO’S IN PAKISTAN. International Journal of Social Sciences Bulletin, 1(1). https://ijssb.org/index.php/IJSSB/article/view/13 
  • Education Program – The Citizens Foundation (TCF). (2022, October 12). The Citizens Foundation (TCF). https://www.tcf.org.pk/education-programme/ 
  • Government of the Pubjab. (n.d.). Punjab Education Sector Plan. https://schools.punjab.gov.pk/system/files/Punjab%20Education%20Sector%20Plan%20(2019-20%20to%202023-24).pdf 
  • Halai, A., & Durrani, N. (2021). School education system in Pakistan. In Global education systems (pp. 665–693). https://doi.org/10.1007/978-981-15-0032-9_17 
  • Ministry of federal education and professional training. (n.d.). Malala Fund welcomes Pakistan’s new plan to address its national education crisis [Press release]. https://www.mofept.gov.pk/NewsDetail/MWNmNTA3ZTYtYTU3ZS00NDA0LWIwOTQtMTZiZjNhNjlmMzJj 
  • Our impact — developments in literacy. (n.d.). Developments in Literacy. https://www.dil.org/our-impact/index 
  • School reform | Revamping learning | Zindagi Trust – Non-Profit Organization. (n.d.). https://www.zindagitrust.org/school-reform 
  • Image source: “Girls in school in Khyber Pakhtunkhwa, Pakistan” via Flickr

Human Rights in Yemen and the Houthi insurgency

Written by Iasmina-Măriuca Stoian

The short history of the Houthi movement 

The Houthi movement, or Ansar Allah, is a Zaydi Shiite group that emerged in the northern part of Yemen in the early 1990s. This group was born as a response, partially, to the financial development and religious expansion in the region of Saudi Arabia. Since 2004, the group has been in conflict with Yemen’s government which is majoritarian Sunni. However, in November 2009, the Houthi movement expanded its operations in Saudi Arabia, when, after the launch of multiple air strikes, more than 130 Saudis died.i The horrors continue, as in September 2014 the capital in Yemen, Sanaa, was controlled by Houthis, and seized control over almost all northern regions of Yemen by 2016. In parallel, the Houthi also continued their attacks against Saudi Arabia, most notably in 2017, when a ballistic missile was fired at Riyadh’s airport.ii By 2018, Houthi missile attacks on Saudi Arabia became common, leading to a protracted and complex war in the region. 

The current situation in Yemen 

Even if there has been a decrease in the number and intensity of the attacks compared to the previous years, Yemen continues to suffer, and civilians continue to be victims of unlawful attacks and targeted killings. Both the internationally recognised Yemeni government and the Houthi de facto authorities are responsible for serious human rights violations, including arbitrary detention, harassment, and forced disappearances. People were not only targeted depending on their political beliefs but also on their religion. For instance, according to an Amnesty International report,iii multiple members of the Baha’i religious minority forcibly disappeared, violating their right to freedom of religion and belief. 

The Houthi’s recent attacks on the Red Sea have also disrupted the maritime security in the region. Between November and December 2023, Houthi groups targeted 24 commercial and military ships in the Red Sea, publicly announcing that these attacks would not cease until Israel ended its military campaign in Gaza.iv This conflict has drawn in multiple foreign countries, making the situation even more complex. Thus, the Saudi-Arabia coalition, along with the United States, supports the Yemeni government with their military aid and airstrikes. On the other hand, Iran is currently accused of supporting the Houthi groups by providing weapons and training. 

Apart from the political arena, civilians face most of the consequences of the conflict, adding to the environmental challenges currently existing in the country. Extreme weather and water scarcity, food insecurity and restriction of humanitarian aid are some of the examples that will be further discussed below.  

Humanitarian Rights Violation 

One of the most important objectives of International Humanitarian Law is the protection of civilians during armed conflicts. Under these rules, civilian individuals enjoy certain protection against the actions carried out by organised armed groups. Of course, certain exemptions exist, in cases of active participation in hostilities, for example. However, even those rules exist, we can see that in Yemen, the articles show that over 100 civilians are killed or injured monthly, one example being October 2021v. Between April 2015 and May 2024, the statistics show that there have been over 166,000 fatalities in Yemen, out of which 16,400 were civilians who died because of the attacksvi. 

Impact on Education 

The war in Yemen has also affected the education in the country. Schools across Yemen have for all intents and purposes become centers of indoctrination. The Houthi groups have systematically transformed regular public schools into a “prison” for children, charging tuition fees and implementing a very strict curriculum promoting both their political and religious ideologies. Not only the children are affected, but also the teachers, who have been intimidated by the Houthis. Thus, many teachers quit their jobs because of the violence against them and the irregular and unequal payment of their salaries. As a consequence, the numbers show the devastating landscape in education, with over 2,900 schools and universities in Yemen destroyed to ruins, over 2.4 million children who do not have access to education, and another 8.5 million at risk of dropping out.vii 

Humanitarian Crisis and Aid Restrictions 

Currently, the Yemen government and the Houthi groups are impeding humanitarian aid, leading to huge delays in offering resources and aid to the victims. The main travelling corridors from and to Taizz have been blocked by the Houthi, violating the right to free movement, as well as the flow of essential resources, food and medicines. Despite the UN efforts and multiple protests against Houthi, these roads remain closed until today. Moreover, different humanitarian female staff struggled to conduct fieldwork in the affected areas because of the mahram requirement, preventing visits or providing aid. In many traditional interpretations, it is considered forbidden for a woman to travel alone for long distances (usually defined as a journey that takes more than a day and night without a mahram, namely a male relative whom she cannot marry). 

Environmental challenges 

The environmental issues further worsen the already existing tensions in Yemen. The country suffers from heavy rains and floods, but also water scarcity in some areas, most notably in Taizz. Yemen is one of the most water-scarce countries in the world, with over half of its population lacking access to sufficient and safe water for personal and sanitary uses. This issue of water shortage has also contributed to the spread of water-borne illnesses and diseases, further risking the health and well-being of the population. Furthermore, the Houthi groups have weaponized the water scarcity, by preventing water from flowing into government- controlled Taizz city from the two basins they oversee, where the primary water treatment station is situated. The Houthis have cut off access to this water source even though they are aware that the people of Taizz city depend on water from these reservoirs. 

International involvement and legal framework 

The current conflict in Yemen has drawn international attention due to its allegations of violations of human and humanitarian rights, and its impact on national security and regional stability. The involvement of multiple parties, including not only the recognized government of Yemen and the Houthi authorities, but also external actors, for example, the Saudi Arabia- led coalition and the Southern Transitional Council, has complicated the situation and raised concerns about violations of both international humanitarian and human rights law. 

From a legal perspective, the conflict in Yemen is governed by international humanitarian law, which includes the four Geneva Conventions and their supplementary protocols. These legal documents govern how parties behave during times of armed conflict, safeguarding the well-being of civilians and guaranteeing the fair and humane treatment of prisoners of war. By breaking these laws, like illegally targeting civilians and civilian objectives, the implicated actors may face legal repercussions on a global scale, including possible trials for war crimes. Additionally, the conflict has also implications for international human rights law, particularly regarding the rights of women, children, and minority groups. The restrictions imposed by the Houthi de facto authorities, such as the mahram requirement for women and the targeting of religious minorities, among others, raise concerns about violations of fundamental human rights principles. 

Conclusion 

To summarize, it is clear that the Houthi movement in Yemen has severely impacted regional stability through the ongoing conflict in Yemen. The civilian population is subjected to denationalization, schools destroyed, inaccessibility to education, limited humanitarian access due to their race, and continuous conflicts and wars leave Yemen as a failed state with an uncertain future. The involvement of multiple foreign actors complicates the conflict, raising serious concerns about widespread violations of international humanitarian and human rights laws, potentially leading to global legal repercussions for the involved parties. International involvement is expected to continue, as the international community must support comprehensive peace talks to foster long-term and sustainable stability and prioritize humanitarian aid. 

References

  • Alquhaly, H. Y. H., & Basir, S. M. (2023). The Potential Violations of Civilians’ Rights in Armed Conflicts in Yemen from the Perspective of International Law. OAlib, 10(10), 1–24. https://doi.org/10.4236/oalib.1110749 

Follow-up to the Working Group on discrimination against women and girls’ country visits to Kyrgyzstan, Romania, Greece, Poland, Honduras, Chad, Samoa, Kuwait and Hungary

Presented by Ariel Ozdemir, Luna Plet and Olimpia Guidi

The Lenca, indigenous to southwestern Honduras and northeastern El Salvador, reside in approximately 50 villages within a 100-km radius of La Esperanza, the capital city of the mountainous Intibucá department. 1 Most of these villages find themselves on the outskirts of the public education system due to factors such as poverty, age, geographic isolation, gender, and ethnicity. These circumstances collectively contribute to the difficulty in accessing education for many inhabitants.
The educational hurdles for Lenca girls in Honduras, especially in regions like San Francisco de Opalaca, are intricate and deeply influenced by socio-economic, cultural, and geographical factors. These challenges are marked by restricted access to education due to economic constraints, particularly affecting girls pursuing primary education. Gender-sensitive education proves to be a critical aspect of the struggles faced by Lenca girls. Prevailing patriarchal norms pose obstacles to their educational opportunities.
Concerns about the quality of education in public schools, notably in regions like San Francisco de Opalaca, are pronounced. Challenges include limited access to junior high schools in most villages and the geographic obstacles that impede education beyond grade 6. 2 Inadequacies in the education infrastructure, such as a shortage of teachers and insufficient facilities, further hinder the provision of quality education for Lenca girls. Furthermore, with a literacy rate of 30-50%, the Lenca population typically spends an average of only four years in school. 3 This low educational attainment contributes to a pervasive sense of inferiority and a lack of confidence in advocating for a democratic and civil society.
The need for revamping the curriculum to address gender equality, stereotypes, and violence is evident. Emphasis is placed on incorporating human rights workshops to create awareness about gender, cultural, educational, and employment equality. 4 This approach strives to foster an inclusive and supportive educational environment, empowering Lenca girls and addressing societal challenges they encounter.

education for disadvantaged communities . 21 Women and girls, already facing obstacles in pursuing education, find themselves further marginalised by the privatisation of schooling . 22
Consider the challenges faced by promising young students in La Esperanza who experience increased fees due to their schools’ privatisation, leading to their education’s abandonment. This educational setback not only perpetuates the cycle of poverty but also underscores the gendered impact of privatisation on educational opportunities for women and girls.
Expanding on the educational aspect, it’s essential to recognise that privatisation can lead to a reduction in educational resources. Privatised institutions may prioritise profit over educational quality, leaving women in poverty with fewer educational support systems. This, in turn, perpetuates systemic disadvantages, limiting the potential for upward mobility through education.
Healthcare Challenges
Privatisation in the healthcare sector can pose significant challenges for vulnerable populations, particularly women. As essential healthcare services become privatised, the financial burden on impoverished women intensifies, limiting their access to crucial medical support. The lack of affordable healthcare options further entrenches gender disparities in health outcomes . 23

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20A-Call_for_inputs_Follow_up_to_country_visits-1

Photo by Michelle Ding on Unsplash

References

1 Susan Stone, “El Maestro En Casa,” El Maestro en Casa, accessed January 20, 2024, https://lencaedu.wordpress.com/
2 Wanda Bedard, “2009 – Honduras,” 60 million girls, accessed January 20, 2024, https://60millionsdefilles.org/en/our-projects/2009-honduras/
3 Susan Stone, “El Maestro En Casa,” El Maestro en Casa, accessed January 20, 2024, https://lencaedu.wordpress.com/
4 Wanda Bedard, “2009 – Honduras,” 60 million girls, accessed January 20, 2024, https://60millionsdefilles.org/en/our-projects/2009-honduras/

21 Edwards Jr, D. B., Moschetti, M., & Caravaca, A. (2023). Globalisation and privatisation of education in Honduras—Or the need to reconsider the dynamics and legacy of state formation. Discourse: Studies in the Cultural Politics of Education, 44(4), 635-649. Available at: https://www.tandfonline.com/doi/abs/10.1080/01596306.2020.1852181
22 Murphy-Graham, E. (2007). Promoting participation in public life through secondary education: evidence from Honduras. Prospects, 37(1), 95-111. Available at: https://link.springer.com/article/10.1007/s11125-007-9013-2
23 Hasemann Lara, J. E. (2023). Health Sector Reform in Honduras: Privatisation as Institutional Bad Faith. Medical Anthropology, 42(1), 62-75. Available at: https://www.tandfonline.com/doi/abs/10.1080/01459740.2022.2125388

Educational Challenges in Afghanistan

Written by Charlotte Lagadec-Jacob

Introduction 

The Taliban’s takeover in 2021 has had a devastating impact on the education system in Afghanistan. The declining quality of education and the promotion of gender inequality have become major concerns for the international community. Last year, UNESCO dedicated its International Day of Education to Afghan girls and women. 

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Picture by Nk Ni via Unsplash

Although Afghanistan has signed multiple UN human rights treaties and conventions, which aim for access to education to all, gender equality and children’s rights, the new education system established by the Taliban restricts access to education for young women, allows the use of corporal punishment at school and has led to a deterioration of the overall quality of education for both boys and girls.

Impact on girls and women’s educational rights

The Taliban takeover in Afghanistan had a negative impact on access to education for girls and women. This issue has been raised by the United Nations as well as NGOs in several reports. Education is a fundamental right enshrined in the Convention of the Rights of the Child. The restrictions imposed on girls and women violate several treaties signed by Afghanistan which prohibit gender-based discrimination. 

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Picture by Wanman uthmaniyyah via Unsplash 

Decrease of the school attendance rate among girls and women

The bans imposed by the Taliban on access to secondary and higher education for girls and women have resulted in a rising drop-out rate among female students in Afghanistan.  

Article 28.1 (e) of the Convention on the Rights of the Child 1989 states: 

Governments should “take measures to encourage regular attendance at schools and the reduction of drop-out rates.”

Despite the ratification of this Convention by Afghanistan, 75% girls are currently out of school. This makes Afghanistan one of the countries with the highest out-of-school rates for girls in the world.

While the ban on access to secondary education for girls was introduced in 2021 as a temporary measure, it is still ongoing. Moreover, the ban on access to university for women violates the Universal Declaration of Human Rights which states that higher education should be ‘accessible to all on the basis of merit’ as opposed to gender. 

Low literacy rate among women 

Most women in Afghanistan are currently illiterate. Despite Afghanistan being a party to the Convention on the Rights of the Child which encourages the elimination of illiteracy, the literacy rate in Afghanistan is currently among the lowest in the world. This particularly applies to women as only 20.6% of Afghan women are literate. 

Being literate is important for daily tasks and cannot be neglected. In the long term, restricting access to education might worsen this situation and jeopardise Afghan girls and women’s independence and future, as it also makes accessing information about humanitarian support more difficult. 

Impact on boys’ educational rights 

Boys are also negatively affected by the new education system introduced under the Taliban. According to Human Rights Watch, boys and their parents have noticed a deterioration in boys’ access to education as well as the quality of their education.

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Photo de Wanman uthmaniyyah sur Unsplash

Corporal punishment 

The use of corporal punishment on boys is becoming more prevalent at school and constitutes a severe violation of human rights law. The Human Rights Watch has reported an increasing use of corporal punishment at school and interference of the “Ministry for the Propagation of Virtue and the Prevention of Vice” with the functioning of Afghan schools since the new education measures were put in place by the Taliban. 

Corporal punishment violates international law and the Convention of the Rights of the Child which was signed by Afghanistan. This convention is complemented by Article 39 the Afghanistan’s education act 2008 which prohibits all forms of punishment at school. 

Afghan students have reported an increasing use of corporal punishment for moral crimes since the Taliban took power in 2021. Mental health issues such as depression and anxiety among boys are unfortunately common consequences of the restrictive measures imposed by the Taliban at school. 

Decreased school attendance rate 

As with girls, the attendance rate of boys at school has decreased since the Taliban takeover.  This may be related to the economic and humanitarian situation of the country which puts more pressure on boys, thus resulting in decreased attendance. Moreover, the regime of fear established by the Taliban at school and a loss of motivation due to the low quality of education may lead some male students to stop coming to class.

Promotion of a misogynistic society 

Barring girls and women from studying and teaching also has a negative impact on the quality of learning of boys in Afghanistan and promotes values in contradiction with human rights treaties and conventions signed by the country.

Under the Taliban regime, female teachers are restricted to teach boys and were replaced by men regardless of their qualifications and experience. Sometimes, no replacement could be found, leading to the disruption of classes.  This certainly has had a deteriorating effect on the quality of education of boys.

In addition to the decline of the quality of education caused by these replacements or teacher shortage, the new education system established under the Taliban promotes values in contradiction with rights enshrined in human rights treaties. Gender-based segregation by excluding girls from secondary schools and universities as well as the modification of the school curriculum may also have a negative impact on boys as it shows them an example of society where men and women are not equal. This promotion of misogyny violates several human rights treaties ratified by Afghanistan which provides that men and women should enjoy the same rights and be equal. 

These new decrees introduced by the Taliban regarding education constitute severe violations of human rights law.  

Impact on the overall quality of education

In addition to the ban on female teachers which severely undermines the quality of education in Afghanistan, the change of curriculum by the Taliban and the condition of facilities in some schools constitute significant challenges to the current education system of the country.

Change in curriculum 

The new curriculum established under the Taliban does not align with human rights law and appears to deny women’s rights. Human rights treaties provide that education should encourage the full development of the human personality and the respect of human rights. 

Despite the ratification of these treaties by Afghanistan, important subjects such as English, civic education, physical education, arts have been removed and the new curriculum focuses primarily on religion as well as on the view of women’s Islamic rights. A report obtained by Human Rights Watch in January 2022 which is believed to be an internal proposal for the revision of the curriculum contains discriminatory statements such as: 

“Many books have presented women’s rights as human rights. The teachers must explain women’s rights through the framework of Islam, not what the West calls women’s rights.”

Issues with the condition of educational facilities and infrastructure

Poor standards of hygiene and a lack of clean water, toilets and soap may also have an impact on school attendance. In over 50% of schools in Afghanistan, there is no clean drinking water and in over one-third of schools, there are no toilets where students can wash their hands. 

Conclusion and recommendations

Despite the ratification of multiple human rights treaties and conventions by Afghanistan, the Taliban have established an education system which causes gender-based discrimination, promotes illiteracy and allows human rights violations such as corporal punishment at school. Different recommendations can be made to address these issues. 

Combating illiteracy among girls and women in Afghanistan

The high rate of illiteracy (particularly among girls and women) in Afghanistan calls for action. For example, the EU, UN Women and UNESCO have collaborated in implementing the project “Empowering women and adolescent girls in Afghanistan through literacy and skills development for sustainable livelihoods”. Other projects could be initiated in this regard. 

Encouraging vocational and community-based education for girls and women

Among options currently available to girls and women to remedy the ban on secondary and higher education imposed by the Taliban, vocational education can be considered. This alternative can help women secure self-employment, thus allowing them to obtain financial independence. UNESCO currently provides literacy and pre-vocational training to over 55,000 young people and adolescents (over 68% of students are women and adolescent girls) in Afghanistan. UNICEF also provides children (mostly girls) with community-based education classes and teaching and learning materials. 

Providing women with teacher training

Teacher training could be provided to women who aspire to teach. This was the approach taken by UNICEF for its Girls’ Access to Teacher Education (GATE) programme. 

Addressing corporal punishment at school

The use of corporal punishment on children constitutes a severe violation of human rights law and might severely undermine the quality of education of boys as it may lead some students to drop out of school. It is urgent to act to prevent such punishments at school. 

Improving the condition of educational facilities to foster attendance at school.

Since 2024, UNICEF and the EU have joined forces in improving the condition of buildings and classrooms in 385 public primary schools in Afghanistan. UNICEF stressed the importance of ‘rehabilitating classrooms, building toilets and water systems’.

References

Water Scarcity in Jordan 

“When the well is dry, we know the worth of water.”  

-Benjamin Franklin 

Written by Iasmina-Măriuca Stoian 

Water scarcity is a serious issue that affects over 700 million peoplei that live in over 43 different countries. From those, there is a list of 14 countriesii that face severe water stress: Qatar, Israel, Lebanon, Iran, Jordan, Libya, Kuwait, Saudi Arabia, Eritrea, United Arab Emirates, San Marino, Bahrain, India, Pakistan, Turkmenistan, Oman and Botswana. Because most of them are located either in the Middle East or in the Northern Africa region (MENA region), they are mostly affected by the desert climate and by the increasing level of demand. 

By definition, water scarcity, or water shortage, is the lack of necessary supplies of fresh and clean water to meet the demand for water, thus affecting the countries economically, politically and also the world’s growth level of population. 

Background 

Jordan, a relatively stable oasis in the midst of Middle Eastern turmoil, is affected by two issues that threatens its continuous stability – water scarcity and the regional conflicts that not only affects the surrounding countries, but also the Jordanians. According to a study, without intervening measures, over 90% of Jordan’s low-income population will be experiencing critical water insecurity by the end of 2030 (Yoon et al., 2021). What is worth mentioning about this issue is that, although infrastructure is adequate, demand exceeds supply due to population growth and Syrian refugees. Water sources in Jordan include 54% groundwater, 37% surface water, and 110 mm of annual rainfall. However, while the underground basins are overly exploited, the surface water supplies are either mismanaged or contaminated by pollution, making them inaccessible for immediate use. 

This article will look firstly into the factors contributing to this issue, then the effects on the society and the environment, and finally the solutions and current projects. From the mismanagement of surface water resources to desertification and climate change, this article will provide an overview of Jordan’s water scarcity, the measures already taken and solutions for this issue. 

Main causes for water scarcity 

The issue of water scarcity in the Jordan Valley is complex and difficult to address due to a variety of factors such as natural processes, political crises, rapid population growth, water pollution, the discrepancy between supply and demand, the migration of Syrian refugees, and the misuse of water resources. The water shortage not only has effects on the environment and people living in the region, but also on the poor populations from rural areas who face daily struggles due to water scarcity, pollution, and resulting health and economic crises. The following paragraphs will present some, but not all causes of the water shortage in the country. 

Desertification, droughts, and climate change 

Desertification and droughts are natural phenomena affecting the water shortage not only in the country but also in the region, as well as the impact of climate change leading to decreased groundwater and aquifer replenishment. Also, heavy irrigation practices and the overdrawing of water from aquifers have contributed to the depletion of water sources. 

While droughts are temporary periods caused by a lack of precipitation, desertification is a long-term process in which fertile land becomes arid and almost impossible to support vegetation, leading to the transformation of the specific area into a desert. They are both caused by the increased temperatures, human activities, such as deforestation, or lack of rainfalls. 

On the other hand, climate change means rising global temperatures, modifying rainfall patterns, intensifying drought conditions and desertification processes. These conditions increase the risk of wildfires and threaten groundwater resources, which supply a significant portion of the country’s domestic water. 

Pollution and water contamination 

Pollution from agricultural runoff and contamination has had a significant impact on the water in Jordan. Multiple rivers and lakes have been contaminated due to the use of insecticides by farmers. In Jordan Valley, the widest region with freshwater resources,iii approximately 70% of freshwater resources are now contaminated by biological pollutants.  

Mismanagement of water resources  

Jordan relies on 3 major surface water sources for 37% of its total water supply; these are the Jordan, Zarqa, and Yarmouk rivers. Overdrawing water for heavy irrigation is depleting water resources in the whole MENA region, leading to drier landscapes and decreasing moisture in the ground. Heavy irrigation uses water from various sources, such as rivers, aquifers, and groundwater, preventing the excess water from being used for other purposes due to added pollutants and chemical compounds. Additionally, over-pumping by Israel and Syria are causing Jordan’s access to the Jordan and Yarmouk rivers to diminish, due to lack of regional environmental cooperation.  

Migration of refugees and increasing demand 

Current water demand exceeds the water supply, leading to a constant water deficit in Jordan. Population growth, particularly from refugees, exacerbates the issue by reducing available water per capita. There are three main uses for water in Jordan: municipal, industrial, and agricultural.  

As for Amman, private water tankers in wealthy areas have seen a rise in prices, contributing to the ongoing water shortages in the city. As a result, government rationing of water is common, and wealthier households often use private water trucks to fill multiple tanks on their roofs. On the other hand, the poor households are most affected, as they have limited capacity to store water and cannot afford to buy from private trucks. While people are responsible for obtaining water tanks on their own, damage to these tanks can make them lose precious water. Stories from people show the dramatic image behind this issue, making people beg for water from their neighbours or skip showers or cleaning to save water.iv More effects will be further discussed below. 

Impact on society and environment 

Human capital impacts 

Apart from the insufficient amount of drinking water for the population, the rest of the amount necessary for basic hygiene and sanitation is almost inexistent. Consequences of the lack of water on the long term are the development of adverse health conditions such as lethargy, neurological symptoms, kidney failure, and others. Moreover, the lack of clean water can also affect the population by increasing the mortality rate attributed to numerous wash-related diseases. 

Water scarcity can also affect children and young students, by lowering the school attendance and performance rates, especially for girls. This is important as children would be able to practice important hygiene behaviour, such as correct disposal of menstrual products and handwashing. 

Impact on refugees 

The impact on refugees is even more drastic. As many of them are among the poorest people in Jordan, the impact is even greater. Tayba Abkar, a 32-year-old Sudanese refugee and a mother of four says: “My children have to go to the neighbours’ house on most of the days to use the toilet. My 13-year-old daughter feels very embarrassed when she goes there”.v This is just one of the many stories of families struggling with this environmental issue. 

Impact on food security 

Water scarcity not only affects human lives but has also a direct effect on food security. A decrease of water in local lakes and rivers means a decrease in agricultural productivity. Food insecurity mostly affects the poor population, leading to multiple cases of malnutrition, famine or undernourishment. 

Solutions and mitigations 

Jordan Water Sector Efficiency Project 

The Jordan Water Sector Efficiency Project aligns with the government’s strategy and aims to improve water sector efficiency, drought management, and climate resilience, for which the World Bank approved $300 million for the implementation of this project.vi The project is still being implemented and is envisaged to cover over 1.6 million people and to save 10 million cubic meters of water, reduce electricity use, and establish a drought management system to benefit households, farmers, and industries in the country. 

UNICEF collaboration 

Among the different international organizations involved in this issue, UNICEF supports sustainable water and environmental conservation projects to improve access to water and sanitation for vulnerable children and families. They currently work with the Ministry of Water and Irrigation to enhance water supply and sanitation infrastructure in cities, schools, refugee camps, and communities.vii They are planning to implement alternative water technologies, promote water conservation, and advocate for policies that manage social-ecological systems. Regional advocacy groups like EcoPeace Middle East also contribute to environmental protection and peacebuilding.  

Dialogues about regional water allocation 

Another solution would be the improvement of water allocation by establishing multilateral discussions and regional cooperation between countries. The Jordan River Basin lacks a multilateral treaty for water allocation. These discussions could play a significant role in reaching comprehensive agreements and promoting regional sustainable development, including unified management of the Jordan River Basin. 

References

  • Wu, T. L. (2024, March 4). 4 Countries with Water Scarcity Right Now | Earth.Org. Earth.Org. https://earth.org/countries-with-water-scarcity/ 
  • Yoon, J., Klassert, C., Selby, P., Lachaut, T., Knox, S., Avisse, N., Harou, J., Tilmant, A., Klauer, B., Mustafa, D., Sigel, K., Talozi, S., Gawel, E., Medellín-Azuara, J., Bataineh, B., Zhang, H., & Gorelick, S. M. (2021, March 29). A coupled human–natural system analysis of freshwater security under climate and population change. Proceedings of the National Academy of Sciences of the United States of America. https://doi.org/10.1073/pnas.2020431118 
  • Water, sanitation and hygiene. (n.d.). UNICEF Jordan. https://www.unicef.org/jordan/water-sanitation-and-hygiene 
  • Beithou, N., Qandil, A., Khalid, M. B., Horvatinec, J., & Ondrasek, G. (2022, July 8). Review of Agricultural-Related Water Security in Water-Scarce Countries: Jordan Case Study. Agronomy. https://doi.org/10.3390/agronomy12071643  

Cyprus Education System: a native’s perspective

Written by Pervin Derin Erk

Cyprus is a small island with big issues; politically ambiguous, economically unstable, physically divided and socially discriminative. A long-standing ethnic conflict that has the island divided with a recognised legal republic in the southern part and a de facto state in the northern part of Cyprus. The relationship between the two sides is essentially based on mistrust, a bloody history, and disagreements on the past, present and the future. Within this context, education is one of many areas that the island faces challenges in. There are a lot of things that need to be improved in the education system of the island, but I will lay down the top problems I have experienced or have seen my peers experience. So, from a native’s perspectives, here are the educational challenges in Cyprus…  

Background

First, let’s explore the brief history of the island and its current social conditions. Cyprus is an island in the Eastern Mediterranean and was visited colonised by many civilisations over history. Currently, the island’s natives belong to four distinct ethnic groups, which are Greek, Turkish, Maronite and Armenian Cypriots.1 The two main ethnic groups, the Greek and Turkish groups have been in conflict for the past century, which has led to the division of the island between the Greek-speaking groups (Greek, Maronite, and Armenian Cypriots) and the Turkish-speaking group. The two sides essentially have their own governments and their own education systems, even though the northern administration is not recognised by any international organisation or country apart from Turkey, its neo-colonialist. To keep this article as clear and inclusive as possible, I will focus on the challenges in both states’ educational systems, as well as what happens when the two groups interact in schools.  

Republic Schools and Their Turkish-Speaking Students  

The quality of education is considered better by many Turkish-speaking Cypriots and therefore families that can afford it send their kids to the private schools in the Republic. This leads to the problem of biased curriculum against the Turkish-speaking students as well as a language barrier in the communication among students and with their Greek-speaking teachers. Even though there are Greek lessons for Turkish speakers and Turkish for Greek speakers, the language abilities do not reach a point where there can be fluent and effective communication in either language. This, coupled with a general racism towards each other, makes the experience of education more difficult and discriminative than it should be. As a result, the learning environment and the learning experience is not as welcoming for non-Greek speaking students. They make up a small percentage of the entire student population but deserve the same level of quality and experience as their Greek-speaking classmates get.  

Moreover, the divided nature of the island has led to divided views on its history. As mentioned before, the relationship between the two sides is based on mistrust and disagreement. Curriculums created within such an atmosphere are not objective and can be violent. Not violent in the sense that history teachers physically abuse their Turkish-speaking students, but violent in the sense that the use of bloody and gruesome imagery history books, or the listing of every person killed in the armed conflict phase. This may seem trivial but imagine being one of the only Turkish-speaking students in the class and seeing the Turkish names on the history books and having them be accused of murder.

What About Northern Cyprus? 

The curriculum in the north is influenced heavily by Turkey and relies on the regime’s approval to be taught in schools. The regime does not do this openly, but rather by interfering with the local politics and ensuring its allies sit in high places. By doing this, Turkey holds the northern part of Cyprus and subsequently its education system in its fist. Let me explain further with a personal anecdote… 

I went to a public college, considered the best school in the northern part of the island. It was renowned for its educational quality and the teaching staff, who would have to wait in line for many years to be appointed to the school. For the ‘Religious Studies and Morality’ course, a teacher would be appointed from Turkey, given the lack of interest in religious studies by the locals. In my first year there, we had a religion teacher who was a good and understanding teacher. Let’s call him X. When we went back to school the next year for grade 7, X had been replaced. At the time, we did not give this much thought since the replacement of teachers, especially for religious studies was common. A couple years later, the subject of religious education came up in another class and, as an example, our teacher casually mentioned X and how he got sent back after being discovered as a Turkish spy, if we had already heard about it. The class was in shock. A spy?! That guy?!  

We questioned the teacher further and she finally admitted that he used to listen in to the teachers’ conversations in the teachers’ lounge and whenever he heard something suspicious or anti-regime, he would report it to the Turkish government. A group of teachers started suspecting him after some time, though I forget why exactly, and requested an investigation. Sure enough, he was confirmed to be a spy and was sent back before the new school year. That was the first time we, as students, felt exposed and vulnerable. We had been so sure of our safety because our state could, to a certain extent, still have some autonomy. Luckily, when we were told of this, the religious studies phase of our education was already over. 

After this experience, it all started to jump out at us. The specific words used in the history curriculum and how our anti-regime teachers would make us ignore pages and pages of information for their unnecessarily long and detailed incidents; the pictures used, and the people it depicted… it all became clearer and more obvious. Even our Cypriot history books were printed and published in Turkey first. This bias and tight grip on the education of Northern Cypriot students not only creates a certain kind of knowledge, but also hampers accurate and broad knowledge production. As a result, students are fed certain propaganda that is anything but peaceful towards their fellow Cypriots on the southern side of the island. So, what kind of a generation is this curriculum raising and how can we expect improvement if we are taught to ruminate over the past still instead of moving forward? 

What Other Problems Are There?  

The teacher shortages, inadequate special needs education, policy mismatch and more can be further discussed and analysed.  

Compared to the other EU-27 countries, investment in education per student remains high in Cyprus in except at pre-primary level. However, it seems that this funding is not being diverted in a balanced way, with the special needs education not receiving sufficient funding.  

Further, the institutionalisation of gender disparities, sexist ideologies, and homophobia, coupled with a lack of sex education adds to the educational quality and integrity, as well as the experience of these for students of different backgrounds.  

Conclusion and Suggestions 

There is a lot to be done in the realm of education in Cyprus, for both the Republic and the northern part. To tackle the many challenges, there needs to be a concrete understanding of the institutionalised racism against Turkish speakers. It cannot be brushed under the carpet, nor can it be accepted as a thing that just is the way it is. The quality of education and the educational ambitions of students should not be undercut by the discrimination faced at schools from their peers, or from their lesson materials. 

What is more, a lot more research needs to be done. Empirical research about the educational experiences of students of different backgrounds is crucial to have a concrete understanding of how they are affected. By doing this, certain policies and lessons can be adjusted to be more welcoming and less discriminative to students. It would also highlight the areas that the curriculums are lacking in and see what students need to be taught in schools, such as a broader sex education. There also needs to be thorough statistical research that would clearly show the funding and policy imbalances as well as how many students are benefitting from it (e.g.: dropout rates).  

All these changes and research are difficult and time-intensive projects that will take years upon years to complete and implement, but better late than never!  

References  

Zembylas, M. (2010). Greek-Cypriot teachers’ constructions of Turkish-speaking children’s identities: critical race theory and education in a conflict-ridden society. Ethnic and Racial Studies, 33(8), 1372-1391. 

Cover Image via Freerangestock

Nepal: Discrimination in the Educational System

Written by Iasmina-Măriuca Stoian

Nepal, also known as the Federal Democratic Republic of Nepal, is situated in the southern part of the Himalayas.  It is famous for its breathtaking mountainous landscapes, diverse population, and rich cultural and spiritual heritage. However, behind this picturesque panorama lies a more stressful landscape full of millions of children facing a serious and persistent issue, spread all over the country. An issue which has been affecting the country’s prosperity and aspiration for socio-economic development.

Inclusion and access to education are two fundamental rights enshrined in the Universal Declaration of Human Rights (UDHR), specifically in Article 26. Furthermore, the education given must be provided without discrimination, as it is linked to another fundamental right, freedom from discrimination, as stated in Article 7.

However, the discrimination in the educational system in Nepal seems to have numerous causes, from political conflicts, that cause disruptions and displacements of entire families, to socio-economic backgrounds, that include poverty, inadequate infrastructure, and others. This article aims to explain the fragile connection between the causes and the results, namely the types of discrimination that exist in the educational system in Nepal. It will further present some of the solutions for those issues and the government’s perspective for the future, according to the School Education Sector Plan (2022)

Origin-based discrimination

While the term “Dalit” does not have an official definition, it can be understood from the Nepalese context as “untouchables” persons or as a minority caste group that is (especially) educationally disadvantaged. In Nepal, Dalits experience a poverty rate of 42%, compared to the national average of 25.2% (International Dalit Solidarity Network, 2021). While poverty is not a direct cause for educational exclusion for Dalit groups, it is one of the factors that lowers this group on the caste hierarchy

Despite the adoption of the Caste-based Discrimination and Untouchability (Crime and Punishment) Act in 2011, cast-based violence and discrimination towards Dalit people are still a reality. In the educational system, there is a discrepancy between what is taught in classrooms and what is effectively happening. While teachers are not always showing direct discrimination, some cases show the tendency to avoid staying, drinking or eating near them, a sort of ‘hidden’ or ‘silent’ discrimination. Caste-based discrimination is therefore one of the reasons why Dalit students are falling behind in education, whether it is related to the accessibility to education or discriminatory behaviour from other students or teachers. On a further basis, this discrimination can lead to other issues, such as the higher risk of child labour compared to other children.

Gender biases

In Nepal, Dalit female students experience double discrimination, as they are both females and part of Dalit culture. According to a survey from 2020 (World Economic Forum, 2020), Nepal is ranked as the 101st out of 153 countries on the Gender Gap Index. The statistics reflect gender-based discrimination on enrolment rates, dropout rates and academic performance rates. What is interesting is that, like origin-based discrimination, gender biases are interconnected with educational exclusion, influenced by social, cultural, and economic factors.

In the socio-cultural context, there is a tendency towards a patriarchal system of social relations, where male students experience less discrimination than female ones, and girls are under the burden of housework. Even the educational system promotes gender inequality, by providing textbooks and other materials that lack female representation or are mostly presented as passive characters. In contrast, male characters are represented as the main source of knowledge and wisdom.

Disability inequity

This issue has an underlying bigger issue, at the national level. It was reported that the current national disability classification system is very restrictive and does not meet international standards. Moreover, it lacks proper collection of data regarding persons with disabilities both inside and outside the school children. In the end, more and more children not only lack proper access to education, but they are also victims of discrimination, abuse and other injustices, but nothing has changed. Only about 50% of schools in Nepal are providing remote teaching and learning support for students with disabilities (Sherpa et al., 2020). This number increased especially after the pandemic. However, not only the quantity is important, but the quality of education given also plays a crucial role.

Despite the progress in policy and the adoption of new policies to promote disability rights, such as the Disability Rights Act and an Inclusive Education Policy for Persons with Disabilities in 2017, children are still offered poor education and are facing discrimination. Segregation from other children from other classrooms is one form of discrimination, as children with any kind of disabilities are divided from the other students, despite some children’s wish to learn in the same classrooms as normal people, according to some interviews conducted by Human Rights Watch. In the end, the lack of trained teachers, lack of reasonable accommodations, physical accessibility and segregation are some of the obstacles that are a constant burden on the backs of children with disabilities in Nepal.

Language barriers

This issue is closely linked to the discrimination between indigenous children in schools. Nepal, apart from its  diverse culture, is also one of the most linguistically diverse countries in the world, having 123 spoken languages and ethnic groups, according to the Census Report from 2011. Moreover, 36% of the total number of children in Nepal are indigenous. However, children from minority language backgrounds or who have limited proficiency in Nepali, also have limited access to education, while some children have access to education in their native language. As a result, the lack of educational materials combined with the lack of trained teachers in different languages heavily affects the education process of students who are indigenous or from minorities, leading to low academic performances, illiteracy, and high dropout rates.

Future Perspectives and solutions

To mitigate those issues, the Government took steps to improve the educational system and lower the discrimination rate. Most of them are outlined in the School Education Sector Plan, drafted by the Ministry of Education, Science and Technology.

Among the proposed solutions, the ministry highlighted the need to adopt an inclusive curriculum in schools that ensures equity (especially) for students that come from marginalized groups, such as the Dalits, and ones with disabilities. The plan also includes making the education system more effective, improving its quality, and including alternative pathways of education to be more accessible. Additionally, there is a recognized need for multilingual education to eradicate language-based discrimination and for more trained teachers and staff, for the purpose of encouraging community engagement.

Some policies drafted by UNICEF also recognize the need for collaboration between international organizations and the government, to make sure children’s rights are protected and help with implementing more protective programs.

Lastly, it is important to monitor and closely look at the progress, in the hope that is ensured the effectiveness of the policies and accountability in the battle to eliminate discrimination in the educational sector.

Reflections and summary

Reflecting on the multi-layered issues that affect the educational system in Nepal, discrimination is a main barrier to equitable education, whether it is based on origin, gender, disability or language. Despite the government’s efforts to tackle this issue, the problem persists. The mixture of the social, economic and cultural factors reflects the complexity of the issue. Looking into the future,  there is a need for a collective effort in order to make schools more inclusive, more accessible, and more supportive.

References

  • Nepal: Separate and Unequal Education | Human Rights Watch. (2011, August 24). https://www.hrw.org/news/2011/08/24/nepal-separate-and-unequal-education
  • How the Nepali education system furthers gender inequality—The Record. (n.d.). https://www.recordnepal.com/how-the-nepali-education-system-further-gender-inequality
  • International Labour Organization. (September 2023) Executive summary. Issue paper on child labour and education exclusion among indigenous children. https://www.ilo.org/wcmsp5/groups/public/—ed_norm/—ipec/documents/publication/wcms_894323.pdf
  • UNICEF. (August 2021). Disability-Inclusive Education Practices in Nepal https://www.unicef.org/rosa/media/17006/file/Country%20Profile%20-%20Nepal.pdf
  • Human Rights Watch.(2018).Nepal: Barriers to Inclusive Education. https://www.hrw.org/news/2018/09/13/nepal-barriers-inclusive-education
  • Human Rights Watch. (2021). World Report 2022. https://www.hrw.org/world-report/2022/country-chapters/nepal
  • Gupta, A. K., Kanu, P. K., & Lamsal, B. P. (2021). Gender Discrimination in Nepal. Journal of Contemporary Sociological Issues, 1(2), 145-165. https://doi.org/10.19184/csi.v1i2.25592
  • Maya S.,Aedo, Kartihka R. (2020, December 4). Making learning accessible to all in Nepal. https://blogs.worldbank.org/endpovertyinsouthasia/making-learning-accessible-all-nepal
  • Deviram Acharya.(2021). Status of Girls’ Participation in Higher Education in Nepal. 6(2), 68-85.https://files.eric.ed.gov/fulltext/EJ1328281.pdf
  • Sonu Kahali, Sipra Sagarika. (October 15 2021). Education and Caste Based Discrimination: A Sociological Understanding. 10(2). https://www.researchgate.net/publication/356161834_Education_and_Caste_Based_Discrimination_A_Sociological_Understanding
  • Damodar Khanal.(2015). The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children. https://pure.manchester.ac.uk/ws/portalfiles/portal/84027010/FULL_TEXT.PDF
  • Government of Nepal, Ministry of Education, Science and Technology. (2022).School Education Sector Plan. https://moest.gov.np/upload_file/files/post/1668690227_1997409338_Nepal%20School%20Education%20Sector%20Plan%20final%202022%20.pdf
  • Adhikari, K. P., & Gellner, D. N. (2023). Two Steps Forward, One Step Back: Dalit Experiences of Primary and Secondary Education in West-Central Nepal. In K. Valentin & U. Pradhan (Eds.), Anthropological Perspectives on Education in Nepal: Educational Transformations and Avenues of Learning. Oxford University Press. https://doi.org/10.1093/oso/9780192884756.003.0005
  • UN General Assembly. (1948). Universal declaration of human rights (217 [III] A). Paris.
  • Gupta, A., Kanu, P., & Lamsal, B. (2021). Gender Discrimination in Nepal: Does It Vary Across Socio- Demographics? Journal of Contemporary Sociological Issues, 1, 61–82. https://doi.org/10.19184/csi.v1i2.25592
  • Convention on the Rights of the Child Shadow Report Submission: Indigenous Children’s Rights Violations in Nepal. (2016). https://www.culturalsurvival.org/sites/default/files/media/nepalcrcreport.pdf
  • Sangmo Yonjan-Tamang. Linguistic discrimination and conflict. (n.d.). Retrieved 18 March 2024, from https://kathmandupost.com/columns/2021/03/02/linguistic-discrimination-and-conflict

Cover image: Grade 8 student studies at Shree Dharmasthali Lower Secondary School, Pokhara, Nepal. Photo by Jim Holmes for AusAID. via Wikimedia Commons

Towards Global Justice: Advocating for a Moratorium on the Death Penalty

Presented by Sarah Kuipers, María Núnez Fontán and Ariel Ozdemir

In 2020, 37 states voted against at the UNGA res 75/183 on the use of the death penalty, one of which was North Korea (DPRK). i However, the DPRK has not yet abolished the death penalty and therefore remains a retentionist state. Due to its political nature and isolationist policies, the subsequent lack of access to the DPRK continues to prove a barrier to data collection on the implementation of the resolution and the abolition of the death penalty for NGOs and international bodies alike. However, eyewitness accounts of North Korean defectors provide vital information into the inner workings of the DPRK and the ongoing use of the death penalty. This report will outline relevant updates on the situation in the DPRK regarding the use of the death penalty, the implementation of resolution 75/183, and the impacts on human rights in the country.

According to some NGOs, there are not many reliable sources from the DPRK, which would provide transparent data on the death penalty. As mentioned by Amnesty International, the issue lies within the dependent media sources and lack of transparency in verification. v

While the DPRK maintains that they do not carry out public executions, credible information from defectors gathered by human rights organisations such as Amnesty International contradicts these statements. xii As of recent reports, the DPRK has continued to employ the death penalty as a means of enforcing its authoritarian rule. The death penalty is codified into North Korean law for various lethal and non-lethal crimes. For example, the Pyongyang Cultural Language Protection Act (enacted in January 2023) bans any language deemed to have foreign influence or exhibit linguistic similarities to South Korean language. xiii During and following the outbreak of the COVID-19 pandemic, North Korea has also enforced a ‘Shoot on Sight’ order at the border for anyone attempting to enter or leave the country. xiv While limitations on freedom of movement have been somewhat eased for select people within and outside North Korea, the majority of the country’s citizens continue to be banned from leaving, punishable by death as “treachery against the nation”. xv

In another case last year, 20 young athletes were reportedly sentenced to 3-5 years hard labour for using South Korean language and slang (while execution was also a possible legal punishment for their actions under the Pyongyang Cultural Language Protection Act) xxi . Executions have also been reportedly carried out for religious and superstitious activities, drugs, and the breaking of covid regulations. xxii Moreover, reports indicate that infanticide and forced abortion have been used, especially in cases of mothers who were political prisoners, people with disabilities, victims of sexual violence by government officials and prison guards, and defectors forcibly repatriated from the PRC.

However, the utilisation of the death penalty in North Korea represents a gross violation of fundamental human rights including the right to life. The process lacks the most basic standards of due process and fairness, violating the fundamental right to a fair trial. Trials are often conducted behind closed doors, with defendants denied access to legal representation and facing pressure to provide forced confessions. xxiii Furthermore, the arbitrary nature of the accusations and lack of transparency surrounding these executions raise serious concerns about the legitimacy of the judicial system in North Korea.


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References

i UN RESOLUTION FOR A UNIVERSAL MORATORIUM ON THE USE OF THE DEATH PENALTY ANALYSIS OF THE 2020 VOTE. (n.d.). Retrieved April 10, 2024, from https://old.ecpm.org/wp-content/uploads/flyer-moratoire-GB-2020-211220.pdf

v DEATH SENTENCES AND EXECUTIONS 2022 AMNESTY INTERNATIONAL GLOBAL REPORT (n.d.). Retrieved April 10, 2024, from https://www.amnesty.ch/de/themen/todesstrafe/dok/2023/todesstrafen-bericht-2022-hoechststand-seit-5-jahren/amnesty-report-death-sentences-and-executions-2022.pdf

xii Amnesty International (2021) Democratic People’s Republic of Korea (North Korea): Public Executions: Converging Testimonies. https://www.amnesty.org/en/wp-content/uploads/2021/06/asa240011997en.pdf

xiii Hassan, T. (2023) North Korea: Events of 2023. Human Rights Watch https://www.hrw.org/world-report/2024/country-chapters/north-korea

xiv Sifton, J. (2020) North Korea’s Unlawful ‘Shoot on Sight’ Orders: Lethal Force at Border Needs to Comply with Human Rights Law. Human Rights Watch. https://www.hrw.org/news/2020/10/28/north-koreas-unlawful-shoot-sight-orders
xv Hassan, T. (2023) North Korea: Events of 2023. Human Rights Watch https://www.hrw.org/world-report/2024/country-chapters/north-korea; Citizens’ Alliance for North Korean Human Rights (2009) The Criminal Law of the Democratic People’s Republic of Korea. https://www.hrnk.org/uploads/pdfs/The%20Criminal%20Law%20of%20the%20Democratic%20Republic%20of%20Korea_2009_%20(1).pdf

xxi Kim, J. (2023) North Korea Sentences 20 Young Athletes for ‘Speaking Like South Koreans’. Radio Free Asia. https://www.rfa.org/english/news/korea/athletes-04132023094854.html
xxii Reuters (2023) North Korea Executes People for Sharing S Korean Media: Report. Al Jazeera. https://www.aljazeera.com/news/2023/3/31/north-korea-executes-people-for-sharing-s-korean-media-report; Bremer, I. (2024) North Korea Has Executed Citizens for Violating COVID Rules: Report. NK News. https://www.nknews.org/2024/01/north-korea-has-executed-citizens-for-violating-covid-rules-report/

xxiii Amnesty International (2021) Democratic People’s Republic of Korea (North Korea): Public Executions: Converging Testimonies. https://www.amnesty.org/en/wp-content/uploads/2021/06/asa240011997en.pdf


The Art of Living Free Schools: Nurturing Holistic Education for a Bright Future

Written by Frida Brekk.

The Art of Living Schools[1] represent an educational project established under the umbrella of the Art of Living Foundation, a non-profit organization founded by Sri Sri Ravi Shankar in 1981. Committed to enhancing personal and societal well-being, the Art of Living Foundation spearheads various programs and initiatives to achieve this aim. Recognizing the pivotal role of education in shaping individuals’ lives and cognitive development, the Art of Living Schools has emerged as a distinctive educational initiative that transcends conventional academic approaches. This article delves into the underlying philosophy, mission, and transformative impact of the Art of Living Schools, elucidating their commitment to holistic education and the empowerment of students, paving the way for a promising future.

The Art of Living Schools are distinguished by their comprehensive and holistic approach to education, embracing the fundamental belief that the mind, body, and spirit are interconnected and should be nurtured in unison. Rooted in the wisdom and teachings of Sri Sri Ravi Shankar, the visionary behind the Art of Living Foundation, these schools aspire to cultivate not only the academic growth of students but also their physical, mental, and emotional well-being.

By integrating various aspects of human development, the Art of Living Schools empowers students to emerge as well-rounded individuals equipped with the knowledge, skills, and values needed to make meaningful contributions to society. Through this comprehensive educational model, students are not only prepared for academic success but are also encouraged to cultivate inner resilience, emotional intelligence, and a sense of purpose, enabling them to navigate life’s challenges with grace and integrity.

At the core of the Art of Living Schools is the emphasis on values-based education. Students are guided to cultivate qualities such as compassion, integrity, respect, and social responsibility. These values form the foundation for character development, ethical decision-making, and the development of leadership skills. By instilling these values, the Art of Living Schools aim to nurture individuals who contribute to the betterment of their communities and the world at large.

At the forefront of the Art of Living Schools’ educational philosophy lies a commitment to nurturing character development and cultivating essential life skills in conjunction with academic excellence. Recognizing the value of holistic education, students are actively engaged in a wide array of activities that foster teamwork, effective communication, problem-solving, and critical thinking abilities.

Through a deliberate focus on practical life skills encompassing time management, goal setting, and proficient communication, students are equipped with a well-rounded skill set to navigate the multifaceted challenges that lie beyond the boundaries of the classroom. This comprehensive educational approach empowers students to not only excel academically but also thrive in various facets of their lives, enabling them to become resilient, adaptable, and successful individuals.

Within the framework of the Art of Living Schools, a profound commitment to social responsibility and compassionate action is fostered through the integration of service learning into the curriculum. Students are actively involved in community service projects and initiatives that address both local and global issues. By actively engaging in service, students acquire invaluable lessons in selflessness, develop a profound sense of empathy, and recognize the profound significance of contributing to the greater well-being of others.

Understanding the pressures and difficulties that students encounter in our modern, fast-paced world, the Art of Living Schools take a compassionate approach by integrating mindfulness and stress reduction techniques into their educational framework. Students are introduced to valuable practices such as deep breathing exercises, meditation, and mindfulness exercises that foster emotional resilience, stress management, and overall well-being. By equipping students with these lifelong tools, the Art of Living Schools not only support them during their academic journey but also empower them to navigate stress and challenges throughout their lives with confidence and inner strength.

In line with their mission, their focus on education on girls is exemplified through a significant milestone by inaugurating an all-girls school in Parola Village, located in the Udaipur District of Rajasthan. This achievement holds great significance as the village had previously been reluctant to support their daughters’ education. The establishment of this school with 120 students marks a turning point, symbolizing a collective shift in mindset and recognizing the importance of girls’ education. These facilities are equipped and fully inclusive of free books, free uniforms and bags, free transportation, and free computer labs.

“We believe a school is not complete without holistic and quality facilities being provided for the students. These facilities not only act as basics to a decent standard of living but also aim to maintain an enabler/motivator for students and parents.”

A mentionable story of The Art of Living Schools is exemplified through Anushika Anil Kambale, a cheerful and contented student at Shri Shri Gnyan Mandir, has experienced a remarkable transformation since joining the school. Despite her conservative family background and initial fears, Anushika has become enthusiastic about her education and actively participates in school activities. Her behavior and habits have positively changed, and she now encourages her family and neighbors to adopt healthier practices and engage in spiritual activities.

Anushika’s parents credit the Art of Living’s Happiness Program for their family’s newfound happiness and spiritual growth. The positive impact on Anushika’s life has inspired her neighbors to consider enrolling their children in Shri Shri Gnyan Mandir as well. Anushika’s parents express immense gratitude to the school’s teachers and Shri Shri Ravi Shankarji, the inspiration behind the Art of Living Schools, for their transformative work in shaping children and society.

The Art of Living Schools provide a nurturing and transformative educational experience that extends beyond academic excellence. With a focus on holistic development, values-based education, mindfulness, and social impact, these schools strive to empower students to become compassionate, responsible, and well-rounded individuals. By equipping students with life skills, character development, and a sense of purpose, the Art of Living Schools are shaping the leaders and change-makers of tomorrow who will make a positive difference in the world.

References

The Art of Living Schools website “Overview” https://www.artoflivingschools.org/about-us/art-of-living/ Last visited: April 12th

Id. “Stories of Transformation” https://www.artoflivingschools.org/stories-of-transformation/ Last visited: April 12th

Id. “Facilities Provided” https://www.artoflivingschools.org/facilities-provided/ Last visited: April 12th