This report drafted by Broken Chalk contributes to the fourth cycle of the Universal Periodic Review (UPR) for the Republic of Cyprus. This report focuses exclusively on human rights issues in Cyprus’ education field.
Cyprus has turned the island into a place renowned for conflicts due to the differences between the two central communities, Greek Cypriots and Turkish Cypriots. In 1974, a Greek coup against the President of the country and Turkey’s military invasion and partition of the island led to the forceful division and completed the physical separation of the two central communities. (i) This situation and especially the consequences of the Turkish invasion affected every sector, such as the economy, the society, and the education system.
Nowadays, two education systems exist in the country. The structural organisation of Turkish schools is similar to the Greek one. However, there are a lot of differences. The Republic of Cyprus, as a member of the European Union since 2004, complies with European standards about education. Compulsory education lasts for ten years and four months, starting from the age of 4 years (pre-preliminary education) and extending to the age of 15 years (end of lower secondary education). Public education, namely preliminary, primary, and secondary education, is free for all from the age of 4 years to 18 years. However, there are many private institutions. Furthermore, public tertiary (non-university level) education is free. As for public higher education (undergraduate level), it is free for Cypriots and citizens from the European Union, as the government fully pays the fees. [i]
As for the northern part of Cyprus, Turkey controls it, and the educational system is similar to the Turkish one. Education is compulsory and free from age 5 to 17 years. Higher education includes all the institutions after secondary education. The system consists of 5 private universities and one semi-public state academy. [ii] Under these circumstances, both educational systems of Cyprus have been criticised for supporting the idea of the other as an enemy.
The Gülen Movement: Promoting Education and Human Rights
The Gülen Movement, named after its founder, Fethullah Gülen, is an influential cluster of religious, educational, and social organisations. Founded in the late 1960s in Turkey, the movement aims to provide faithful Muslims with a modern education while emphasising traditional religious teachings. With a network of schools and centres in over 100 countries, the movement has significantly contributed to education and intercultural dialogue worldwide.
The movement gained international attention in the aftermath of the failed coup attempt on July 15, 2015, in Turkey. The coup attempt, attached to a faction within the Turkish military, led to a turbulent period in the country. In the wake of the coup, many individuals associated with the Gülen Movement, including educationists and teachers, faced severe repercussions.
Following the coup attempt, educationists and teachers associated with the Gülen Movement became targets of government crackdowns. Thousands of educators were dismissed under a state of emergency decrees (KHK), leaving them without job security and facing social stigma. The government accused them of being members of a terrorist organisation, specifically the Gülen movement, and subjected them to legal proceedings.
One notable case in this context is the decision of the European Court of Human Rights (EHRC) regarding teacher Yalcinkaya. The EHRC recognised that Yalcinkaya’s dismissal from her teaching position violated her rights to freedom of expression and association. This decision shed light on the challenges faced by educators associated with the Gülen Movement and highlighted the need to safeguard human rights after the coup attempt.
It is important to note that accusations against the parents of the quintuplets and their siblings, Abdülkadir and Nurcan Arslan, who were arrested and subsequently imprisoned, are not considered crimes in any part of the world. It was stated that Abdülkadir Arslan worked at a private teaching institution previously closed by a decree law, and his wife was a housewife. The couple was accused of being members of the Gülen movement, resulting in their separation from their children. This situation raises concerns about the well-being of the children and the impact of parental absence on their development. Furthermore, one of the children has a health problem, which adds to the complexity of their situation. The absence of their parents and the challenges they face as a result of the coup attempt have undoubtedly affected their overall well-being and access to necessary medical care.
Heartbreaking news from Edirne, #Turkey: Abdülkadir & Nurcan Arslan, parents to quintuplets and a 13-year-old, are unlawfully arrested despite the #ECHR's ruling. The separation from their parents leaves the children in tears and despair. @StockholmCF@UNICEF@EU_Commissionpic.twitter.com/dajN9OlSS9
Despite these difficulties, some people in Turkey have shown support for the family through social media platforms. By raising awareness and advocating for their rights, individuals have come together to provide assistance and solidarity to the quintuplets and their siblings. This support demonstrates the power of social media in mobilising communities to address the challenges faced by individuals affected by the aftermath of the coup attempt.
The Gülen Movement’s commitment to education has been a cornerstone of its efforts. The movement has established numerous educational institutions worldwide, focusing on providing a comprehensive education that combines modern subjects with an emphasis on religious values. These Gülen-inspired schools have been successful in countries such as Germany, where they cater to Turkish immigrants and their offspring. The movement’s educational agenda aims to equip students with the skills and knowledge necessary to thrive in the modern world while maintaining a solid connection to their religious heritage.
However, the educational initiatives of the Gülen Movement have faced significant challenges after the failed coup attempt. The government’s crackdown on the movement’s members and institutions has resulted in the closure of many Gülen-inspired schools and educational centres. The dismissal of teachers and educationists associated with the movement has disrupted the education of countless students who relied on these institutions for their learning.
The impact of the coup attempt and subsequent government actions on the education sector goes beyond the closure of schools. The stigmatisation and persecution of educators associated with the Gülen Movement have created an atmosphere of fear and insecurity within the education community. Teachers, once respected and valued for their dedication to education, now find themselves marginalised and targeted. This not only hampers the progress of education but also undermines the fundamental principles of human rights and freedom of expression.
The plight of the quintuplets and their sibling, left without their parents due to their alleged affiliation with the Gülen Movement, highlights the human cost of the political turmoil in Turkey. Separated from their loved ones, these children face an uncertain future and the challenges of growing up without parental guidance. The emotional and psychological impact of their situation cannot be underestimated, particularly considering that one of the children has a health problem that requires extra care and support.
In such difficult circumstances, social media has become a powerful tool for mobilising support and raising awareness. People from all walks of life, both within and outside Turkey, have used social media platforms to express solidarity with the quintuplets and their siblings. Through hashtags and online campaigns, individuals have shared their concerns, donated resources, and advocated for their rights. This outpouring of support demonstrates the potential of social media to galvanise communities and bring attention to pressing human rights issues.
In conclusion, the Gülen Movement, focusing on education and intercultural dialogue, has significantly contributed to society globally. However, the movement and its members have faced challenges and human rights issues in the aftermath of the failed coup attempt in Turkey. It is crucial to recognise the impact on educationists and teachers associated with the movement, the separation of families, and the importance of safeguarding human rights in such circumstances. The support individuals show through social media platforms highlights the resilience and solidarity among communities in times of adversity. As the international community grapples with the aftermath of political turmoil, it is vital to prioritise human rights and ensure that education remains a fundamental right for all children, irrespective of their parents’ affiliations.
In the chronicles of global education, Taiwan has etched its name with an education system renowned for academic excellence and unwavering standards. However, beneath the surface of this claim lies a pressing concern – the mental health challenges faced by high school students. The Taiwanese education system, marked by intense competition and high expectations, places an enormous burden on students striving for scholastic distinction and coveted spots in prestigious universities. This relentless pursuit of achievement, compounded by societal expectations and the looming fear of failure, exacts a toll on the mental well-being of students, giving rise to pervasive issues such as chronic stress, anxiety, depression, or burnout.
Navigating the landscape of mental health in Taiwanese high schools is further complicated by deeply ingrained cultural stigmas. These often shroud the struggles in silence and shame, creating barriers that hinder students from seeking help and perpetuating a distressing cycle. While strides have been made in addressing these concerns, there remains an imperative to foster a culture of openness and support. This article endeavours to unravel the complex layers of these struggles and aims to spark conversations that propel positive transformation.
Education in Taiwan
The Taiwanese education system is deeply rooted in the legacy of Confucian values and places a strong emphasis on academic achievement, discipline, and respect for authority. Spanning several years of education, it aims to prepare students for future scholastic and career pursuits. It begins with six years of elementary education, where students acquire foundational knowledge in subjects such as mathematics, Chinese language, English, science, and social studies. This phase focuses on building a strong educational base and developing essential skills in communication and problem-solving. Following elementary school, students progress to three years of junior high school. Here, they delve deeper into various subjects and receive more specialised instruction.
The curriculum expands to include subjects such as literature, history, geography, biology, chemistry, and physics. Additionally, students begin to explore elective courses based on their interests and career aspirations. The final stretch of the Taiwanese education system consists of three years in senior high school. This phase is crucial as it prepares students for the university entrance exams, which have a significant impact on their future academic pursuits. Senior high school students focus intensively on exam preparation, dedicating considerable time and effort to studying and reviewing the required curriculum.
The pinnacle of this academic odyssey culminates in the monumental university entrance exams, a rite of passage that echoes Confucian principles of meritocracy. The General Scholastic Ability Test (GSAT), commonly known as the joint college entrance exam, assesses students’ knowledge and skills across various subjects, including Chinese language, English, mathematics, natural sciences, and social sciences. The results of this exam play a vital role in determining students’ eligibility for admission into universities and colleges. Success in these exams is often equated not just with educational achievements but with societal stature.
To support students in their academic journey, Taiwan has made significant investments in education, with a focus on providing modern facilities and resources to enhance the learning experience. Schools are well-equipped with advanced laboratories, libraries, and multimedia classrooms. The integration of technology in education has become increasingly prevalent, with the use of computers, tablets, and online resources to support teaching and learning. The country also has a robust network of cram schools, also known as buxiban. Approximately 70 per cent of high school students in Taiwan attend cram schools, and 60 per cent of middle school students attend them as well. These privately-run institutions offer supplemental education and exam preparation services. Cram schools provide additional tutoring, practice exams, and study resources to help students excel in their studies and increase their chances of success in the university entrance exams.
The Taiwanese education system is characterised by a strong commitment to quality education and continuous improvement. Schools in Taiwan are equipped with modern facilities, and teachers undergo rigorous training to ensure their competence and ability to deliver effective instruction. The emphasis on discipline and respect for authority creates a structured learning environment that promotes academic excellence and personal growth. Yet, woven into this tapestry of academic dedication are the challenges that underpin the mental health of high school students. The intense competition inherent in the system, coupled with societal expectations and the fear of failure, casts a looming shadow. Stress, anxiety, and, at times, depression become companions in this arduous journey.
In Taiwan, high school students face significant mental health challenges that have a profound impact on their well-being, academic performance, and overall quality of life. Stress, anxiety, depression, and burnout are common issues experienced by Taiwanese high school students, with alarming statistics highlighting the prevalence of these mental health concerns. Academic pressure is a major contributor to the mental health issues faced by high school students in Taiwan. The intense focus on academic achievement and the competitive nature of university entrance exams places immense pressure on students. According to a study conducted by the Child Welfare League Foundation, over 70 per cent of high school students in Taiwan experience high levels of stress. The fear of not meeting expectations and the pressure to excel academically can lead to heightened anxiety levels and burnout.
One of the significant barriers to addressing mental health issues among Taiwanese high school students is the cultural stigma surrounding mental health. Traditional beliefs and cultural norms often view mental health problems as a sign of weakness or personal failure. This stigma prevents students from seeking help and perpetuates the cycle of suffering. According to research conducted by the Taiwan Suicide Prevention Center, the suicide rate among students aged from 15 to 24 has been increasing, underscoring the urgency of addressing mental health concerns.
Efforts have been made in Taiwan to address mental health issues among high school students. Schools have implemented counselling services and mental health programs to provide support and resources for students. The Ministry of Education has also developed guidelines for mental health promotion in schools, emphasising the importance of awareness, prevention, and early intervention. These initiatives aim to create a supportive environment and reduce the stigma surrounding mental health. However, despite these efforts, there are still many challenges in effectively addressing mental health issues among Taiwanese high school students. One of the key challenges is the lack of sufficient resources and funding for mental health support in schools. The demand for mental health services often exceeds the available resources, leading to long waiting lists and limited access to timely support for students.
Another challenge is the need to increase awareness and education around mental health. While progress has been made in reducing the stigma associated with mental health, there is still a long way to go. Many students, parents, and educators may still lack understanding and knowledge about mental health issues, which can hinder early identification and intervention. Additionally, the pressure to achieve high academic performance remains deeply ingrained in the education system and society, making it difficult to shift the focus towards holistic well-being. The emphasis on standardised tests and university entrance exams creates a competitive environment that prioritises academic success over mental well-being. To address this challenge, a comprehensive approach is needed, involving not only schools but also policymakers, parents, and the wider community.
To truly address mental health issues among high school students in Taiwan, it is crucial to rely on facts and statistics to highlight the severity of the problem. By emphasising the prevalence of stress, anxiety, depression, and burnout among students and showcasing the impact of these issues on their well-being and academic performance, we can raise awareness and advocate for better support and resources. Additionally, it is important to continue promoting a supportive and inclusive environment in schools, where students feel comfortable discussing their struggles and seeking help without fear of judgment or stigma.
Conclusion
In conclusion, the Taiwanese education system, deeply rooted in Confucian values, places a strong emphasis on academic achievement. High school students face intense competition and pressure to excel academically and secure admission to prestigious universities. This, combined with a rigorous curriculum, heavy workload, and societal expectations, can contribute to mental health challenges such as stress, anxiety, and a sense of constant pressure. Promoting a supportive environment, addressing stigma, and prioritising students’ well-being are essential steps toward addressing these challenges and fostering a healthier educational culture in Taiwan. Last but not least, it is essential to recognise that the problem discussed above extends beyond the Taiwanese borders, resonating with many other countries in the Sino-sphere where the pressures of academic achievement and the accompanying mental health challenges are shared experiences.
References
Chiang, Y-L. (2022). “Exams or applications? Elite Taiwanese students’ perceptions and navigation of college admissions system”, International Journal of Comparative Sociology, 63(1-2): 30 – 50.
Hong, X. (2021). “[The Melancholy Generation] Teenagers are suspended from classes … Staying at home all days. 4 ways to avoid depression”, https://vip.udn.com/vip/story/121160/5487735. Consulted on 28 September 2023.
The following report has been drafted by Broken Chalk as a stakeholder contribution to the The Socialist Republic of VietNam.
In education, Viet Nam has shown some outstanding achievements. The literacy rate is above 95%, and the country is committed to creating intellectual growth and development. Children start education at primary school from six years old until they are 11 years old. Primary education is compulsory and free of charge, resulting in a completion rate of 98%.[i]
After primary school, children move on to lower secondary school, completed by 87% of the children. Lastly, the children attend upper secondary school, completed by 59%. It is important to note that 92% of the wealthiest people end up in upper secondary school, and only 31% of the poorest people; this is a significant difference and shows the critical role of economic backgrounds in shaping educational outcomes.[ii]
Gender-based differences in completion rates are minimal, with very close rates for primary and secondary school. The most significant difference is in the completion rate for upper secondary education, where 51% of men and 65% of women graduate.
One of the reasons for Viet Nam’s high-quality education is the skilled teachers. Teachers receive extra training and are allowed to make the classes more engaging and exciting, improving the overall learning experience for students. Notably, the quality of education remains consistent across rural and urban schools. This is partly due to the government’s initiative to attract more teachers to remote areas by paying them more.[iii]
To continuously improve education, the Vietnamese Government mandates that all provinces invest 20% of their budget into education. The government has also created the ‘Fundamental School Quality Level Standards’, a framework that ensures universal access to education and guarantees minimum standards across all primary schools.[iv]
However, there are some problems in Vietnamese schools. Many LGBTQ students are harassed at school and do not see school as a safe space, sometimes leading LGBTQ students to drop out or even become homeless. Some problems arise due to natural disasters, which disproportionately affect students of poorer families.
Viet Nam has ratified most conventions such as CAT, ICCPR, CEDAW, CERD, CESCR, CRPD, and the CRC, accompanied by the two optional protocols (Optional Protocol to the Convention on the Rights of the Child on the Involvement of Children in armed conflict, and the Optional Protocol to the Convention on the Rights of the Child on the sale of children child prostitution and child pornography). However, Viet Nam has not ratified the 1960 Convention on Discrimination in Education.[v]
Timor-Leste is a Southern East Asian country with a population of approximately 1 million people. It became an independent country in 2002 after being occupied by Indonesia for 24 years and after 400 years under Portuguese colonial rule (Cabral and Martin-Jones 2021). Timor-Leste is still recuperating from its violent past and faces significant challenges, as almost 42% of the population still lives below the poverty line (UNICEF 2023a).
Due to Indonesia’s invasion and mass destruction in 1999, by 2001, 90% of the country’s schools had been destroyed, and there was a significant loss of workforce in the educational sector. Since the restoration of its independence, Timor-Leste has made significant progress in rebuilding its educational system with the help of international donors (Quinn and Buchanan 2021; UNICEF 2023a). Education is mandatory and a constitutional right in Timor-Leste from age 6 to 14, and public school is free (UNESCO 2023; UNICEF 2019). The educational system includes two years of preschool, six years of primary school, three years of pre-secondary school, and three years of secondary education (Komatsu 2019). Approximately 86% of children are enrolled in public schools in Timor, while a small but privileged minority attends private schools, which offer a higher quality education (Soares 2023). Timor-Leste also achieved gender parity in primary and preschool education in almost all regions in the country (UNICEF 2023b).
The current constitution of Timor-Leste recognizes Portuguese and Tetum (the most spoken language in Timor-Leste and lingua franca) as the official national languages (Ogden 2017). Portuguese and Tetum are the designated languages for the first cycle of education (from grades 1 to 4) and Portuguese is the language of instruction for secondary school (Cabral and Martin-Jones 2021).
Nevertheless, educational challenges remain. To illustrate, school facilities are debilitated, 66% lack functioning sanitation, 40% lack drinking water and there is still an absence of child-friendly teaching methods. Additionally, education-related figures remain unsatisfactory as 37% of young people between 15 and 24 years of age remain illiterate and 70% of students from grade one do not meet the curriculum’s learning objectives (UNICEF 2023a). In fact, in 2020, 9291 children and 9986 adolescents were out of school (UNESCO 2023). According to UNICEF, only 20% of children of preschool age are enrolled in school, even though the gross enrolment rates in preschool increased by 25% in 2019 (UNICEF 2023a; UNICEF 2023b).
Difficulties in meeting learning objectives
Despite Timor-Leste’s efforts to rebuild its educational system, girls and boys are still not reaching the learning standards for their age, especially those living in rural areas and poor urban neighborhoods. This is often due to children’s lack of preparation for school, which leads to high repetition rates (24%) and children do not attend school regularly, often resulting in dropping out. According to the World Bank, in 2010, 70% of students in Grade 1, 40% of students in Grade 2, and 20% of students in Grade 3 could not read simple text passages. Also, almost half of the children between 3 and 18 years old with disabilities are not enrolled in school (UNICEF 2023b).
Students look out the door at Cassait Basic School, Ulmera Liquica, Timor-Leste, 2015 / Photo by GPE/Lucinda Ramos via Flickr
Teacher’s capacity-building and lack thereof
One of the greatest challenges that Timor-Leste faces concerns the need to replenish the teaching workforce and the lack of a trained and capable workforce in the public school system (Quinn and Buchanan 2021; Ogden 2017). In fact, many teachers lack qualifications for educating children, especially as many only completed secondary education and only half of the workforce had the minimum qualification for teaching (Quinn and Buchan 2021). UNICEF and the Portuguese and Brazilian governments have been assisting the Ministry of Education in improving the education system for students and primary school teachers (UNICEF 2019).
To build teachers’ skills and knowledge, UNICEF implemented initiatives that include inviting teachers from public schools to well-resourced schools to engage in peer learning and learn about good educational practices. This initiative follows the principles of Eskola Foun, a children-friendly approach to school that focuses on improving access to and quality of education in primary and pre-secondary Timorese schools. By building the capacity of teachers and school leaders, this program aims to promote a safe, healthy, and inclusive environment among schools in Timor-Leste, where students can thrive (UNICEF 2019).
Teachers admitted that before engaging in this program, they would teach their students following the education method they experienced when they were students, where the teacher just wrote the content on the board and students would copy it without engaging. After the peer learning sessions, teachers started implementing a more democratic teaching approach in public schools, where students are encouraged to ask questions and share their ideas with the teacher and fellow students. Also, teachers implemented new learning approaches such as taking their students outside the classroom to explore (UNICEF 2019).
Furthermore, the Ministry of Education has sought to build a strong workforce by implementing a teaching career regime to ensure teachers meet the required qualifications (Quinn and Buchanan 2021). The Ministry of Education also initiated a Curriculum Reform in 2013 for basic education intending to create a Timorese education system that focuses on the country’s culture, history and environment to strengthen national identity. Additionally, the new curriculum encourages using local examples as part of the learning process; for example, by encouraging teachers to use typical market shopping scenarios for calculation during math classes (Ogden 2017). However, the implementation of the curricular reform has often been inadequate due to miscommunication from government officials and the fact that many teachers are unfamiliar with the content (Ogden 2017). To face this challenge, the team responsible for the curricular reform has organized training sessions to clarify teachers’ questions.
Timor-Leste is facing another challenge since the number of teachers has not increased fast enough to follow the increase in school enrolment rates, overburdening teachers due to the increasing classroom sizes (Quinn and Buchanan 2021; Burns 2017). Additionally, teachers feel pressured due to the lack of resources and study material to teach the curriculum (Quinn and Buchanan 2021; Soares 2023).
Language policy in education
Language has been a contentious issue in Timor-Leste since its independence (Ogden 2017). The current curriculum stipulates Tetum as the first language of instruction, with the gradual inclusion of Portuguese throughout elementary school (Quinn and Buchan 2021; Ogden 2017). This language-progression approach aims to ensure that students are fluent in both Tetun and Portuguese by grade 6, as Portuguese is the language of instruction in secondary school. However, there is a lack of teachers fluent in Portuguese, as the language is spoken only by a minority of the population (Burns 2017; Cabral and Martin-Jones 2021). Therefore, there is still a significant need to instruct teachers in Portuguese.
Increasing literacy
Due to the violence unleashed by the Indonesian invasion, a fifth of the population was prevented from finishing basic education (Komatsu 2019). Due to this situation, the Timorese government implemented the Equivalency Education Program in 2010, which offered young people and adults the opportunity to pursue their education through a condensed curriculum equivalent to primary and pre-secondary education. Participants can learn different subjects, including mathematics, science, history, work skills, vocational training, Portuguese, Tetun and English. Anyone can enroll in the program if they are between 15 and 17 years old and did not attend primary or pre-secondary school for more than 12 months, or above 17 years old and did not complete primary education. The Program is free but, while it has a high enrolment rate, it is still below the number of uneducated youths and adults in Timor-Leste. To illustrate, the Equivalency Education Program had 1041 students enrolled in 2010, despite 200000 adults being eligible for it. Nevertheless, in a study conducted by Komatsu (2019), it was clear that many participants never lost their desire to learn, seek new knowledge, and build self-confidence.
Alongside this program, the World Bank funded the Second Chance Education Project to enable adults to complete their basic education between 2010 and 2017. The program incorporated the special needs of mature students and offered a flexible delivery method for students to learn linguistic, scientific, and personal development skills. According to the World Bank, 55% of the participants were women, and 197 students had graduated by 2017 (World Bank 2018).
Conclusion
To conclude, despite being a relatively new nation, Timor-Leste has undergone a lot of progress to rebuild its educational system. Nevertheless, some challenges remain that hinder children’s access to quality education. The government should continue investing in schools’ renovation to ensure sanitation, hygiene and functioning infrastructure to promote students’ health and well-being.
The Ministry of Education should also continue to assist teachers’ capacity-building, including their literacy in Portuguese. Training should be offered to aspiring teachers so these future professionals have the necessary instruction to excel at their jobs. However, alongside the teachers’ willingness to learn new teaching methods, they also need the appropriate resources to be able to implement the curriculum. These should be provided equally to all schools by the government and its partners. The Ministry of Education should prioritize the distribution of curriculum material to ensure that teachers are unified in their approach, providing high-quality education to students all over the country.
Also, due to Timor-Leste’s recent independence from foreign occupation, the Ministry of Education should focus on developing a school curriculum that focuses on local history and culture as an essential part of the national development agenda. The government should advocate more for preschool education, especially among disadvantaged communities. Ensuring that children have the opportunity to attend preschool could help them prepare for Grade 1, as the high repetition rate is often associated with poor levels of school readiness (UNICEF 2023c).
Lastly, the government should invest more resources and increase access to quality education and innovative learning environments for out-of-school children and adolescents to ensure their right to education. Education should also be easily available for adults who have not finished basic education. On the same note, the Ministry of Education should offer vocational training that enables young people and adults to increase their social capital skills for employment.
References
Burns, R., 2017. Education in Timor-Leste: envisioning the future. Journal of International and Comparative Education (JICE), pp.33-45.
Cabral, E. and Martin-Jones, M., 2021. Critical ethnography of language policy in the global south: insights from research in Timor-Leste. Language Policy, 20, pp.1-25.
Komatsu, T., 2019. Second-chance Education in Post-conflict Timor-Leste: Youth and Adult Learners’ Motives, Experiences and Circumstances (No. 182). JICA Research Institute.
Ogden, L., 2017. Competing visions of education in Timor-Leste’s curriculum reform. International Education Journal: Comparative Perspectives, 16(1), pp.50-63.
Quinn, M. and Buchanan, J., 2022. “A contribution to my country”: professional lives of teachers in Timor-Leste. Asia Pacific Journal of Education, 42(3), pp.497-512.
The following report has been drafted by Broken Chalk as a stakeholder contribution to the fourth cycle of the Universal Periodic Review [UPR] for the Islamic Republic of Afghanistan. As Broken Chalk’s primary focus is to combat human rights violations within the educational sphere, the contents of this report and the following recommendations will focus on the Right to Education.
Four decades of sustained conflict have heavily affected Afghanistan’s educational landscape. Recurrent natural disasters, chronic poverty, drought, and the COVID-19 pandemic have exacerbated the situation for Afghan children and have taken a toll on the fragile education system.[i]
The current Taliban policies governing education are enshrined in documents distributed to education officials across different levels within the movement.[ii] The Taliban education philosophy follows a unique mixture of Pashtun culture and Islamic law, highly prioritising religious education. However, the Taliban’s High Commission for Education also emphasises the need for “modern” education alongside religious teachings.[iii]
Although the overarching education policy acknowledges the need for secular subjects to be taught alongside religious ones in schools, these statements are directly followed by religiously motivated restrictions that imply that a series of topics included in the state curriculum should be eliminated and not taught (particularly about subjects such as history and biology).[iv]
The current practices and decisions on education established by the Taliban regime contradict national and international laws. Afghanistan’s Constitution (Articles 43-44), adopted in 2004, guaranteed equal access to education for boys and girls. The Education Law 2008 once again addressed equal rights for all children, free and compulsory education until ninth grade, and free education until attaining a Bachelor’s degree. At the international level, Afghanistan has ratified the 1948 Universal Declaration of Human Rights (UDHR, Article 26 recognising the Right to Education) and other human rights treaties that reaffirm the Right to Education (i.e. CESCR Articles 13-14; CRC Articles 28-29; CEDAW Article 10).[v]
Gender inequality, poverty, and questionable legislation, combined with factors such as traditional gender norms and practices, a shortage of schools, insufficient transportation, and geographical barriers, have led to an estimated 3.7 million Afghan children being out of school, 60% being girls.[vi]
[i] UNESCO. “Protecting Education in Afghanistan.” Unesco.org. February 2, 2023. https://www.unesco.org/en/emergencies/education/afghanistan.
[ii] Amiri, Rahmatullah, and Ashley Jackson. “Taliban Attitudes and Policies towards Education.” ODI Centre for the Study of Armed Groups: (February 2021): 13. https://cdn.odi.org/media/documents/taliban_attitudes_towards_education.pdf
[iii] Ibid.
[iv] Amiri and Jackson, “Taliban Attitudes and Policies towards Education”, 19.
[v] Rezai, Hussain. “The Taliban Rule and the Radicalisation of Education in Afghanistan.” GlobalCampus of Human Rights – GCHR. November 24, 2022. https://gchumanrights.org/preparedness-children/article-detail/the-taliban-rule-and-the-radicalisation-of-education-in-afghanistan-4945.html.
Image Source: free stock photos from https://unsplash.com/ by Robert Collins.
Introduction
In the heart of Southeast Asia, Thailand is a land of rich history and boundless potential. Its picturesque surface hides the challenges facing its education system, a cornerstone of its development.
Education is the key to progress, dreams, and prosperity in Thailand. However, this journey is riddled with obstacles, from insufficient funding to educational inequality, casting shadows on a brighter future. These challenges aren’t abstract; they affect students, parents, and policymakers daily. We will explore Thai schools, educators, and students, highlighting their resilience and determination.
Thailand is at a crossroads in its education system, with choices that will impact future generations. We delve into Thailand’s education system’s complexities, hopes, and aspirations, recognizing that in adversity, a nation’s greatest asset is its pursuit of knowledge.
Insufficient Funding
In Thailand, where the promise of education should be a beacon for the future, insufficient funding looms as a dark cloud over the nation’s schools. A simple search through recent articles reveals a complex web of challenges from this issue.
According to a report by the World Bank, the education system in Thailand is beset by poor management, inequality, and high teacher shortages[1]. The World Bank has stated that investments in key financial, human, and digital learning resources were especially low in disadvantaged schools (ranked at the bottom 25 percent of the PISA Economic, Social, and Cultural Status (ESCS) Index), private schools that receive more than half of their funding from government, and rural schools[2].
World Bank highlights the small school challenge in Thailand and options for quality education. It reveals that compared to international peers, Thai secondary schools are severely hindered by inadequate learning materials and physical infrastructure, which limits their capacity to provide quality instruction. More importantly, the Thai secondary school system is dramatically lacking in qualified teachers: secondary schools in rural areas are much more understaffed and under-resourced than their urban counterparts[3].
A more in-depth report by the National Education Commission for the fiscal year 2022-2023 reveals the extent of the problem. It states that Thailand’s education budget falls significantly short of international standards. Thailand allocates only 15% of its annual budget to education, while UNESCO recommends a minimum of 20%[4]. This shortfall in funding directly affects the quality of education and students’ overall well-being.
To gain a deeper insight into the challenges of rural education in Thailand, the story of Ms. Nongnuch, a passionate teacher in a bamboo school in Buriram province. Like many others, her school strives to provide quality education despite limited resources.
Ms. Nongnuch explained that the bamboo school has an innovative learning method focusing on sustainability and environmental conservation. The students do not have to pay tuition but must plant 800 trees and participate in 800 hours of community service per year. They also learn leadership, empathy and compassion through hands-on activities.
She also highlighted the need for more support from the government and society. “Our school is more than just a school that we all used to know. A school is a lifelong learning centre and a hub for social and economic advancement in the communities,” Ms. Nongnuch quoted the school founder, Mechai Viravaidya[5]. However, she said the school still faces difficulties securing funds, materials and facilities.
Moreover, the lack of recognition and appreciation is a constant struggle. “Others often look down upon our students because they come from poor families or remote areas,” Ms. Nongnuch revealed. This stigma not only affects their self-esteem but also their motivation to pursue higher education.
Perhaps most inspiring is the impact on students’ aspirations. Ms. Nongnuch shared stories of talented students who had overcome their hardships and achieved their goals with the help of the bamboo school. “It fills me with joy to see potential realized,” she said. “We are nurturing future leaders who will make a difference in their communities and beyond.”
As Ms. Nongnuch eloquently put it, insufficient funding is “a barrier that blocks the opportunities for our children.” It becomes increasingly clear that supporting rural schools like hers is not just a matter of charity; it’s about empowering the untapped potential of a nation’s youth.
Quality of Education
According to a report by the Asian Development Bank, Thailand’s basic education system faces several challenges, including the need to expand the supply of human capital to avoid the middle-income trap and the ageing society. The report highlights that despite the significant amount of resources spent on education, students’ learning outcomes are low and have not improved significantly in either national or international assessments. The performance of junior secondary school students in national examinations has declined, especially in mathematics and science. While the performance of senior secondary school students has improved slightly over the same period, the mean results for core subjects (mathematics, science, and English) were less than 50. This worrying figure is worsened by inequality in education quality across regions since the performance of secondary school students is lower in poorer, remote regions. The report argues that such poor learning outcomes are presumably due to two main reasons: the role of small schools and inefficient resource allocation for education in public spending[6].
As per the World Bank, various factors are influencing the quality of education in Thailand[7]. The report highlights the following key findings:
A lack of teacher training and professional development opportunities directly impacts the quality of instruction in classrooms.
Disparities in educational quality persist between urban and rural areas, where students in rural regions face limited access to qualified teachers and educational resources.
The curriculum was found to be outdated, with a need for reforms that align with 21st-century skills.
Student engagement and critical thinking skills remain underdeveloped due to traditional teaching methods.
The report recommends comprehensive teacher training programs, curriculum updates, and implementing student-centred teaching strategies to address these challenges.
The following views expressed by both a student and a parent tell us more about the quality of education in Thailand.
Nicha, a 16-year-old high school student, expressed dissatisfaction with the rigid curriculum. “I feel like I’m just following instructions from teachers,” she said. “I want to explore, not just obey.” Nicha also mentioned that the lack of creative learning opportunities made studying less interesting.
On the other hand, Mr. Somchai, a parent, shared his worries about the quality of education. “I wonder if my child is getting the skills they need for the future,” he said. “The education system seems old-fashioned, and it doesn’t prepare them for the changes of today’s society.”[8]
These voices resonate with a growing sentiment in Thailand: a need for a shift in the education paradigm. The emphasis on holistic development, critical thinking, and practical skills has become increasingly urgent. Thailand’s educational landscape stands at a crossroads, with the quality of education being a critical factor in determining the nation’s success in the global arena.
Image Source: Free stock photos from https://unsplash.com/t/3d-renders by Mario Heller
Educational Inequality
Educational inequality in Thailand is a pressing issue highlighted in recent news articles. According to a report by the World Bank, disparities in allocation and inefficiencies of investments across schools in Thailand have led to a decline in student performance in reading and a stagnation of scores in math and science[9]. The report further finds that investments in key financial, human, and digital learning resources were especially low in disadvantaged schools, private schools that receive more than half of their funding from the government, and rural schools.
Inequality between urban and rural areas is also a significant concern. Rural areas often lack basic infrastructure, qualified teachers, and educational resources, creating a significant gap in educational quality[10]. Ethnic minority communities face additional challenges, such as language barriers, discrimination, and limited access to quality education[11].
The Thai government must address these issues and create inclusive learning environments in schools to help improve Thailand’s education performance. A report by the Organisation for Economic Co-operation and Development (OECD) that assesses Thailand’s education system and skills imbalances[12]. The report highlights several issues that contribute to educational inequality in Thailand:
Education quality, not quantity, is the main contributing factor to long-term economic growth.
Disadvantaged schools have low investments in key financial, human, and digital learning resources.
There is a skills mismatch between the demand in the Thai labour market and the supply of skilled workers.
There are disparities in resources allocated for teachers and other educational resources between schools with higher and lower socioeconomic status students.
The report recommends several policy interventions to address these issues, including improving teacher quality, increasing investment in disadvantaged schools, and enhancing the relevance of education to labour market needs. The report also emphasizes the importance of developing relevant skills from pre-primary to higher education levels.
However, not all students have equal access to quality education and opportunities to develop their skills. Nong, a stateless student from a hill tribe in northern Thailand, shared her challenges and aspirations for education[13].
She explained that she had to overcome many obstacles, such as poverty, discrimination, and language barriers. “I had to work hard to support my family and pay school fees,” she said. “I also faced stigma and prejudice because of my ethnicity and status. I had to learn Thai as a second language, which was difficult.”
Nong also expressed her gratitude for the support she received from teachers and mentors. “They encouraged me to pursue my dreams and helped me with scholarships and citizenship applications,” she said. “They also taught me about my rights and responsibilities as a citizen.”
Regarding her future plans, Nong said she wanted to become a teacher and help other disadvantaged children. “I want to give back to my community and society,” she said. “I believe education is the key to empowerment and opportunity.”
Nong’s story illustrates the resilience and potential of many ethnic minority and stateless students in Thailand. While they face many hardships, they also have educational hopes and ambitions. There is a need for more inclusive and supportive policies and practices that enable them to access quality education and realize their full potential.
Teacher Shortage
Thailand is facing a serious challenge in providing quality education to its students, especially in rural areas lacking qualified teachers. A Thai PBS World report highlights the teacher shortage in Thailand, particularly in rural areas. The report states that the shortage is most severe in the northeastern region of Thailand, where schools struggle to attract and retain qualified teachers[14]. This has resulted in uneven access to quality education, with students in rural areas being disadvantaged.
In addition, a report from The Bangkok Post indicates a severe shortage of science and mathematics teachers nationwide. The report states that students in these subjects face a challenging situation due to the dearth of specialized educators[15].
According to a World Bank study, around 64% of Thai primary schools are critically short of teachers, defined as having less than one teacher per classroom on average. The study estimates that as many as 110,725 out of 353,198 classrooms in Thai primary and secondary schools are critically short of teachers[16]. The study also reveals that eliminating teacher shortages in terms of quality and quantity would significantly improve student learning, and the impact would be most significant for lower-performing schools. Therefore, improving the quality of teachers and addressing the severe teacher shortages – especially for the vast number of small rural schools – should be at the centre of Thailand’s reform initiatives if the country is serious about tackling the widespread low education quality and high disparity in educational performance between socioeconomic groups.
To gain insight into the challenges of teaching in under-resourced schools, the case of Chaisit Chaiboonsomjit, a learner at Xavier Learning Community (XLC) in Chiang Rai, who served as a volunteer teacher at Zi Brae School in Chiang Mai[17]. His experience was eye-opening.
Chaisit shared his enthusiasm for teaching but also revealed the harsh conditions he faced. “The school is located on top of a mountain, and it takes eight hours to get there by car or motorcycle,” he said. “When it rains, the roads become impossible to pass, and teachers are often stranded.”
He explained how the lack of teachers affects students. “Most of our students are from the Karen hill tribe and study seven subjects provided by the Thai Education Ministry. But we only have 15 teachers for more than 200 students. They need more guidance and support to learn effectively.”
Chaisit also expressed frustration about teacher retention. “Many teachers leave after a short time because they can’t cope with the isolation and hardship,” he said. “This creates instability and inconsistency in the school system.”
In his heartfelt appeal, Chaisit emphasized the value of equal opportunity for education. “Every child, no matter where they are born, deserves a good teacher and a chance to pursue their dreams. We need more incentives to attract teachers to rural areas and more resources for teacher training.”
Chaisit’s story is a powerful illustration of the real-world impact of the teacher shortage crisis. It’s a challenge that affects educators and limits the educational potential of countless Thai students, especially those in remote areas.
Conclusion
Thailand’s education system, often celebrated for its potential, is ensnared in a web of challenges that demand urgent attention. This report has delved into five critical issues that cast shadows over the nation’s educational landscape:
Insufficient Funding: A chronic shortage of financial resources hampers the quality of education, hindering the nurturing of young minds.
Quality of Education: Rote memorization and standardized testing take precedence over critical thinking and creativity, leaving students ill-prepared for the complexities of the modern world.
Educational Inequality: Disparities in access to education and educational outcomes persist, affecting marginalized communities and perpetuating social divisions.
Teacher Shortage: A severe lack of qualified educators, particularly in rural areas and critical subjects, disrupts the learning process and hinders student development.
These challenges collectively pose a profound threat to Thailand’s education system and, by extension, its future. A nation’s strength lies in equipping its youth with the knowledge and skills to navigate an ever-evolving global landscape. However, the current state of Thailand’s education system impedes this aspiration.
Insufficient funding and the resultant resource shortages compromise the quality of education, leaving students ill-prepared for a future that demands adaptability, creativity, and critical thinking. Educational inequality perpetuates social divisions, limiting the nation’s capacity to harness the full potential of its diverse populace.
In conclusion, the challenges outlined in this report are not isolated issues; they are interconnected strands in a complex web. The future of Thailand depends on addressing these challenges with determination and foresight. A well-funded, inclusive, and quality education system is not just an investment in the present but a beacon guiding the nation toward a brighter, more equitable, and prosperous tomorrow. To ensure Thailand’s place on the global stage, these challenges must be met head-on, placing education at the forefront of the nation’s priorities.
The Republic of Yemen is an Arab country located southwest of the Arabian Peninsula in West Asia. In Yemen, the academic year begins in September and ends in June, and the official primary school entrance age is 6. The system is structured so that the primary school cycle lasts six years, the lower secondary lasts three years, and the upper secondary lasts three years. Yemen has a total of 5,816,000 pupils enrolled in primary and secondary education. About 3,900,000 (67%) of these pupils are enrolled in primary education[i].
The percentage of out-of-school children in a country shows what proportion of children are not currently participating in the education system and who are, therefore, missing out on the benefits of school. In Yemen, 30% of primary school-aged children are out of school, and approximately 24% of boys of primary school age are out of school compared to 36% of girls of the same age. Nearly 70% of female youth of secondary school age are out of school compared to 38% of male children of the same age. For youth of secondary school age, the most significant disparity can be seen between the poorest and the wealthiest youth.[ii]
Yemen is facing a severe education crisis, with the number of children experiencing disruptions to their learning potentially reaching close to 6 million, leading to tremendous long-term consequences for children.[iii]
[i] Muthanna, A. (2015). Quality education improvement: Yemen and the problem of the ‘brain drain’. Policy Futures in Education, 141-148.
[ii]World Bank, f. E. (2018). Yemen National Education Profile 2018 Update.
[iii] Musalami, A. A. (2013). The education catastrophe in Yemen is a political struggle between the Congress and Islah, mismanagement and poor infrastructure. Yemen: Al Massa Press.
Today, the state controls education in Cambodia through the Ministry of Education at the national level and the Department of Education at the provincial level. The Cambodian education system includes preschool, primary, general secondary, tertiary, and vocational education.
After finishing primary school, students move on to three years of compulsory lower secondary education. Students then can continue to upper secondary education or enter secondary-level vocational training programs offered by the Ministry of Labor and Vocational Training. After completing upper secondary education, students must take a national high school exam. In 2019, approximately 68% of students passed. Students who pass the exam can enrol in two-year associate degree programs, four-year bachelor’s degree programs and seven-year medical degree programs at the university. However, enrolment numbers into tertiary education are low, with only 13% of students entering the university system. All students also can enrol in vocational training programs or associate degrees.
In 2017, there were 7,144 primary schools nationwide and an additional ninety-six primary schools for disadvantaged students. In the same period, 46,149 staff members taught 2,022,061 primary school children. Primary education commonly starts at age six and lasts six years.
The Secondary Education Improvement Project (SEIP), a World Bank-funded project, has significantly improved lower-secondary education in Cambodia. It has seen increased enrolment in schools, construction of more school buildings, construction of houses for teachers in remote locations, renovation of classrooms, and installation of laboratories.
SEIP has trained teachers, community representatives, and people in charge of the management of schools.
This review will focus on areas of improvement related to the standard of learning, water and sanitation, impacts of the COVID-19 pandemic, and gender inequality.
Mustafa Ersoy’s fate hangs in the balance as he faces deportation to Turkey. With his expired passport, he has turned to Switzerland in a desperate plea for asylum.
by Inja van Soest.
In a recent report by İsmail Sağıroğlu from Boldmedya, we learn of yet another tragic chapter unfolding against a backdrop of mounting pressure within Turkey. Mustafa Ersoy, a 52-year-old educator from Konya Beyşehir, is facing deportation. After completing his studies in computer science in Kazakhstan, he stayed for a decade as a teacher. Afterwards, he returned to his homeland, Turkey, assuming roles as a manager in Beykoz and Sultanbeyli reading halls affiliated with Kaynak Eğitim in Istanbul.
However, Mustafa’s life took a sharp turn on July 15, 2016, when Turkey experienced a coup attempt. The Turkish government attributed the coup to Fethullah Gulen, a Turkish cleric living in self-imposed exile in the United States since 1999. Once an ally of President Erdogan, Gulen firmly denies any involvement in the coup. The Turkish government has labelled Gulen’s network as the “Fethullah Terrorist Organization” (FETO), accusing its supporters of establishing a “parallel state” by infiltrating various state institutions, including the police, judiciary, and military. In the two years following the coup attempt, Turkey remained under a state of emergency, leading to the arrest of tens of thousands and the suspension or dismissal of at least 125,000 civil servants, military personnel, and academics suspected of having links to Gulen.
When Mustafa’s colleagues started facing detainment and arrests, he sought refuge in Kazakhstan. However, his inability to renew his passport forced him to leave Kazakhstan, ultimately reaching Switzerland via Greece, where he applied for asylum.
Regrettably, Mustafa Ersoy’s application was rejected on two separate occasions, with him not having access to the information in his case files. The situation reached a critical juncture on Thursday, October 12th, when Swiss Police picked him up in the early morning hours at the camp where he had been staying and escorted him to the airport. Mustafa refused to board the flight to Turkey, fully aware that he would face imminent arrest and persecution upon his return. Since then, he has been in a detention centre near Geneva alongside other immigrants awaiting deportation to their home countries.
It was not until Monday, October 16th, that Mustafa received a glimmer of hope when a Swiss court granted him the right to reapply for asylum. His re-application with the legal help of FLAG21 is now under review, with a decision expected within the next ten days.
Broken Chalk firmly stands with Mustafa Ersoy and is grateful for the help he has received from FLAG21. Broken Chalk appeals to the Swiss Government to grant him asylum and protection from the potential persecution he faces at the hands of the Turkish Government.
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