Educational Challenges in the U.S. Virgin Islands

Written by Aoibhínn Kiely

Introduction

The U.S. Virgin Islands are situated in the Caribbean Sea, located some 64 to 80 kilometres east of Puerto Rico. The region consists of three larger islands, St. Croix, St. Thomas and St. John, and approximately 50 smaller cays and islets, amassing a total area of 133 square miles. Due to the inviting climate, the U.S. Virgin Islands attracts a large number of tourists each year, however tourism is one of the region’s only economic resources, and financial aid and funding is provided by the United States. The region is at risk for hurricanes, with an average of 5 passing the region yearly, and in September of 2017 the territory sustained extreme damage from a barrage of two Category 5 hurricanes within the span of two weeks. Irma and Maria together destroyed virtually all crops of St Croix and an estimated 90% of buildings in the territory were destroyed or severely damaged.  

Education in the U.S. Virgin Islands is compulsory and government-run schools operate for free. The Virgin Islands Department of Education runs 21 elementary schools, six middle schools and six high schools between two school districts spread between the three main islands. The territory also sports one university, The University of the Virgin Islands, a public liberal arts based university.  However, a great number of students attend private schools, and most of the families who relocate to the U.S. Virgin Islands opt to send their children to private or religious affiliated schools, who also charge a tuition fee. Educational challenges in the U.S. Virgin Islands are characterised by poor funding, staff shortages, and struggling infrastructure, causing huge barriers to adequate education for the working class population of the islands.  

Unsafe working (and learning) conditions  

The vast majority of those who relocate to the U.S. Virgin Islands will decide to send their children to a private school to receive their education. With the Peter Gruber International Academy, situated on St. Thomas, requiring annual tuition ranging from $13,150 to $21,000 excluding materials and accreditation fees, it is starkly obvious that this option is not for everyone. However, given the state of current affairs in public schools, there is no doubt as to why parents would go out of pocket to avoid their children attending the region’s public schools. In September 2023, teachers across St. Croix walked out of their classrooms in protest, claiming that the conditions they are expected to work in are untenable and entirely unsafe. The protesting teachers mention not only the long-standing issues of underfunding for the schools, but also sweltering temperatures that have to be endured in classrooms, many of which have no clean drinking water. This region, famous for its balmy temperatures, has schools operating without air conditioning. The response to this protest has been to implement schedule adjustments, enforcing earlier dismissal and shortened class periods for the schools on St. Croix. In effect, poor funding has caused policy makers to opt for less schooling hours as opposed to providing adequate equipment to the schools. 

Teachers are not the only individuals enraged by these conditions, as students took to the streets in protest of the unsafe conditions they are expected to learn and grow under. Students from two historically rivalling highschools put their differences aside as they called for immediate action from leaders. Devastating heat and lack of air conditioning were only the tip of the iceberg for these students, as placards being held high mentioned termites, mould, leaking ceilings, and other structural ailments concerned with the physical school buildings. Further prompting the action was the stark lack of funding for equipment and maintenance workers. School facilities in the U.S. Virgin Islands have sustained damage not only from the hurricanes in 2017, but also many in the 90s and less severe instances in 2021 and 2022. As a result the infrastructure must constantly be repaired and seen to, which these students believe is not being upheld on the side of maintenance due to exceedingly poor funding. One of the schools in which the students came from, Educational Complex High School, is used as a hurricane shelter, which the students reiterated, poor maintenance is not only an educational disadvantage but a genuine health and safety hazard for those living on the island. The students stood in unison demanding answers to where the large budgets dedicated to the Department of Education have been going, and hoping together that their action will spare future students on St. Croix from the conditions they have to currently endure.  

Where have all the teachers gone? 

Dr. Dionne Wells-Hedrington, commissioner of the Virgin Islands Department of Education cannot stress enough the risk that classrooms will not be filled when the 2023/2024 school year begins. With learning deficiencies in the region presenting themselves as a challenge at present, the 127 teachers reaching retirement age represent a looming loss to the educational system on the islands and a concerning prospect for the students. The school year 2022/2023 saw 33 teachers separate themselves from the department, expanding the 43 pre-existing teaching vacancies in the region. The strategy being employed by the department in an attempt to tackle this growing issue that has been used for years, to try to recruit teachers from outside the territory to fill the gaps. The Department has been driven to launch a special appeal to recruit degree holders and retired teachers to fill substitute teacher positions. The situation remains dire however with Wells-Hedrington informing lawmakers last year that nearly 200 teachers and support staff retired or resigned from the already struggling public school education system between June 2022 and August 2022. Furthermore, the number of non-certified professionals working in the public schools on the Islands far outnumber those certified, with only 228 certified professionals in comparison to 610 non-certified professionals.  Emmanuella Perez-Cassius, the Board of Educations Vice Chairwoman, is adamant that educators need to receive higher pay, consistent curriculum mandates and better working conditions.  

A storm of mental distress 

The Board of Educations Vice Chairwoman further remarked that schools are sorely lacking formal trauma and mental health alert systems for children who need aid with serious issues. The Islands align with national data, indicating that children in America are in the midst of a mental health crisis. St. Croix Foundation reported in 2021 that 22.5% of middle schoolers had “seriously considered suicide” and 33.5% of high school students “felt so sad or hopeless almost every day for two or more weeks that they stopped doing some usual activities”. As this data was collected in the aftermath of the aforementioned hurricanes, it was seen as a cry for help and a call to action for the community of the Islands, with special emphasis on the education system to support children struggling in the region.  

In July 2023 Perez-Cassius made it clear that schools are not up to date with critical information that can protect children from a mental health crisis. As a result she called for direct and ongoing communication between the Department of Education and Department of Health, as well as other organisations concerning treatments, school services, and awareness for students with escalating mental health concerns. The Vice Chairwoman additionally called for the implementation of training on trauma based interventions and approaches. Studies have suggested that students on the islands experience PTSD at a significantly higher level than the general population, and a lack of intervention from the education system is an unfortunate shortfall that devastatingly lets students, and teachers alike, down.  

Leadership for change  

Although there is no absence of challenges faced by those pursuing education through the system in the U.S. Virgin Islands, these very individuals have shown resilience and perseverance time and time again in the face of challenges. The bravery of the protesting teachers and the voices of strong leaders such as Perez-Cassius and Dr.  Wells-Hedrington are not going unseen and unheard as attention is being drawn to these areas of concern. Furthermore, the children in the region have stepped up and shown that they will no longer allow for unsafe conditions to be tolerated. These students have shown responsibility and dedication in a way that no child should ever have to. Their passion and drive through their protests and their demands of lawmakers have made waves in their communities and it will be impossible for those in power to ignore their rightly placed rage.  After the terror of Irma and Maria the people of the U.S. Virgin Islands have worked hard to rebuild themselves and their education system, demonstrations of strength that will stand to the region with any hope.  

Featured image by “Back to school/ Picture by MChe Lee via Unsplash” 

 

References 

 

 

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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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

Examining Contemporary Forms of Slavery: Implications for Currently and Formerly Incarcerated Populations

Presented by Samantha Orozco and Ariel Ozdemir

In the complex landscape of United States prison labour, there exist six primary categories of prison labour, namely maintenance work within carceral facilities, state prison industries, public works assignments benefiting governmental and non-profit entities, employment with private industries, work-release programs and restitution centres, and agricultural work.

Maintenance work primarily consists of tasks to maintain the prisons themselves, such as janitorial duties, food preparation, grounds maintenance, repair work, laundry, and providing essential services like working in prison hospitals, stockrooms, stores, barber shops, and libraries.

Discriminatory labour assignments
According to a report by the American Civil Liberties Union (ACLU) on exploitative carceral labour, race is a large determinant in work assignments. The report reveals that Black men are predominantly assigned to lower-paying or unpaid work such as agricultural, maintenance, or other facilities services jobs, while a higher proportion of white men are assigned to higher-paying jobs such as public works positions.

Inadequate wages & extortion
Incarcerated labourers are paid inadequate wages, often receiving minimal to no compensation; this condition has continued for decades without noticeable improvement. Moreover, prisons, along with the federal government, routinely deduct substantial portions—sometimes up to 80%—of these meagre wages to cover court-imposed fines, taxes, family support, restitution, and room and board expenses, exacerbating the financial burdens faced by those behind bars. According by the ACLU report, states also use the profits garnered from wage deductions “to sustain and expand incarceration” for such things as the construction and renovation of carceral facilities and the establishment and expansion of prison labour programs. Prisons frequently exploit and extort inmates by charging them exorbitant prices for essential items such as phone calls to families and toiletries. Consequently, the families of incarcerated individuals experience significant financial strain to meet these basic needs under price gouging. This also contributes to increased community-level financial insecurity and incarceration in areas with higher rates of incarcerated community members, perpetuating a vicious cycle of exploitation and insecurity.

Incarcerated labourers are not protected by the Occupational Safety and Health Act (OSHA), a federal statute that sets minimum standards and safeguards for health and safety in the workplace. As a result of the lack of workplace protections, incarcerated workers face many dangers in the workplace. Despite lacking jurisdiction to protect these workers, the Occupational Safety and Health Administration has conducted limited investigations which have uncovered severe health and safety concerns and a complete failure to ensure protections in the workplace.

Firstly, many lack proper safety training, leaving them vulnerable to preventable injuries and even fatalities while on the job. A staggering 70% of those surveyed by the ACLU reported receiving no formal job training. Additionally, they often find themselves working in unsafe environments, such as meat and poultry processing plants, garment factories operating sewing and cutting machinery, and industrial-scale prison kitchens and laundries where they’re exposed to hazardous chemicals and industrial machinery. Furthermore, incarcerated workers frequently endure a denial of medical care for workplace injuries. Moreover, during the COVID-19 pandemic, they were thrust to the frontline of the response effort, engaging in tasks like producing personal protective equipment (PPE) while being barred from using it, working in morgues, cleaning medical units, and undertaking frontline health roles, all of which put them at heightened risk of contracting the virus. Despite these dangers, incarcerated workers deemed to have essential job assignments were mandated to continue working.


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Educational challenges in Nicaragua

Written by Agnes Amaral

Nicaragua is a Central American country that the Spanish colonised in the 16th century. Its independence began at the beginning of the 19th century, with a split between groups that defended monarchical ideals and groups that defended independence. For a time, the country became part of the provinces of Central America, and only in 1838 did it become a republic. Understanding this process of late independence is relevant to understanding the country’s politics and how these relations affect education.

There is an intense process of political rivalry between liberal and conservative groups, which has led to civil war and fostered close relations with US politicians. As a result of these close ties, Nicaragua suffered a series of American interventions aimed at protecting its interests in the region. These interventions led to another civil war, starting in 1926. These conflicts occurred between liberals and conservatives, with various political and local consequences for the population.

Another historical event that has led to analysis of the country’s current situation was the Sandinista insurrection of 1972. These revolutions sought to end a period of dictatorship that had been in place since 1936. This movement was one of the first to align two strands: liberation Christianity and Marxism. Christians played an important role as allies of the revolutionaries in this historic moment.

There are undoubtedly many other nuances and other relevant moments in Nicaragua’s history, but these specific moments indicate the attacks on students that have been taking place recently, especially on university students.

Attack on human rights

In 2018, the Nicaraguan Association for Human Rights (ANPDH) reported the deaths of more than 280 people and more than 2,000 injured due to President Daniel Ortega’s reaction to protesters. The protests were against a reduction in budget pressure. In addition, several university students took to the streets to demand more assertive government action on other issues, such as forest fires. It can be said that this year was crucial for human rights in Nicaragua, especially in terms of education, since students were responsible for demanding fairer actions for the country’s population.

Photo by Markus Spiske on Unsplash

The reactions of the government and government-backed groups against the protesters shocked the country and the world, even causing threats to the Nicaraguan Association for Human Rights (ANPDH), which closed its office in the country due to harassment and death threats over the phone.

Human rights activists become targets of a backlash against protests. Not only students have suffered from this political situation of curtailment of rights, but also doctors and health workers have reported constant attacks and threats.

Since then, it has been possible to observe the role of President Daniel Ortega’s government and how it reacts to social demands. Mainly by attacking students who participated in protests to guarantee human rights.

Attack on universities

In 2022, the struggle of university students continues. Daniel Ortega’s government has instituted reforms to control the country’s education system better. As an example of these oppressive attitudes, the Central American University (UCA) announced that classes and administrative activities had been suspended in August 2022. The UCA’s assets and financial accounts were to be transferred to the government.

Groups from the Jesuit order and students claimed that Daniel Ortega’s government declared the UCA a centre of terrorism against the government. Therefore, it should be held responsible for the university’s accounts. The UN issued a statement reaffirming the impact of this authoritarian change on the right to education. Dictatorial attitudes characterise these actions aimed at the university in an attempt to curtail critical thinking and the right to demand social policies for all.

Photo by Redd F on Unsplash

The question arises regarding the right to education, especially an education that provides free and critical thinking. A variety of theorists and researchers have reinforced the event as dictatorial since not even the university with the highest level of teaching quality in the country was unscathed by government oppression.

The process of revoking these universities, which began with the repressions in 2018, has been accentuated. In 2022, private universities were legally placed as hotbeds of opposition to the government. Several foreign universities with campuses in Nicaragua were closed because they did not follow the authorities of the government in question. The complexity of the issue can be seen in the use of the legal apparatus to silence the voices of students and university professors.

Conclusion

The news from 2023 shows that this event is not over. Daniel Ortega’s government continues to attack university institutions in retaliation for the 2018 protests. Specific attacks on private centres and religious institutions demonstrate a curtailment of the right to education in Nicaragua.

Academics and students are silenced at every turn because there is an attempt to strengthen power and silence political opponents. This is not the first government to try to take away the right to a free and critical education, which shows human rights defenders the need for a continuous struggle to guarantee this right in all spaces. The government’s regulation is mainly aimed at leading institutions in social studies. Researchers are banned from accessing public reports and statistics to carry out their work. It can be said that there has been a definitive attack on education in Nicaragua in recent years.

Many scholars report a totalitarian tendency on the part of the government. The legal apparatus and the force of the state are being used to curtail the right to education, critical thinking, and protests to guarantee quality of life. It is essential to pay attention to this situation since critics and students report disproportionate oppression. The use of militias has been intensive, and the threats to the voices of this oppression have been silenced.

International reactions can be observed, but the COVID-19 pandemic has changed the perception of the events suffered by Nicaragua students, academics, and human rights defenders. It is necessary to emphasise and discuss what can be done to guarantee human rights, especially critical and quality education, in Nicaragua.

References
  1. Álvarez, M. (2023, May 9). Transforming rural education in Nicaragua: “Rural and Inclusive Digital Education” project advances towards educational equity. UNESCO. https://www.unesco.org/en/articles/transforming-rural-education-nicaragua-rural-and-inclusive-digital-education-project-advances
  1. BBC News. (2018, August 6). Nicaraguan human rights group closes offices after threats. BBC News. https://www.bbc.com/news/world-latin-america-45082607
  1. Confidencial, R. (2023, September 17). Nicaragua’s state universities impose the “Ortega truth.” Confidencial. https://confidencial.digital/english/nicaraguas-state-universities-impose-the-ortega-truth/
  1. Jazeera, A. (2018a, July 17). Nicaragua unrest: What you should know. Al Jazeera. https://www.aljazeera.com/news/2018/7/17/nicaragua-unrest-what-you-should-know
  1. Jazeera, A. (2018b, July 17). Nicaragua unrest: What you should know. Al Jazeera. https://www.aljazeera.com/news/2018/7/17/nicaragua-unrest-what-you-should-know
  1. Jazeera, A. (2023, August 17). Nicaragua seizes Catholic university accused of being ‘centre of terrorism.’ Al Jazeera. https://www.aljazeera.com/news/2023/8/17/nicaragua-seizes-catholic-university-accused-of-being-centre-of-terrorism
  1. Selser, G. (2023, September 12). UN says Nicaragua’s human rights violations and persecution of dissidents are on the rise | AP News. AP News. https://apnews.com/article/nicaragua-human-rights-united-nations-04dd198410aa10760a778166db26a4bf
  2. Seizure of university a blow to science – Researchers. (n.d.). University World News. https://www.universityworldnews.com/post.php?story=20230830114724305

Educational Challenges in the U.S. Virgin Islands

Written by Aoibhínn Kiely

The U.S. Virgin Islands are situated in the Caribbean Sea, located some 64 to 80 kilometres east of Puerto Rico. The region consists of three larger islands, St. Croix, St. Thomas and St. John, and approximately 50 smaller cays and islets, amassing a total area of 133 square miles. Due to the inviting climate, the U.S. Virgin Islands attracts a large number of tourists each year, however tourism is one of the region’s only economic resources, and financial aid and funding is provided by the United States.

The region is at risk for hurricanes, with an average of 5 passing the region yearly, and in September of 2017 the territory sustained extreme damage from a barrage of two Category 5 hurricanes within the span of two weeks. Irma and Maria together destroyed virtually all crops of St Croix and an estimated 90% of buildings in the territory were destroyed or severely damaged.

Education in the U.S. Virgin Islands is compulsory and government-run schools operate for free. The Virgin Islands Department of Education runs 21 elementary schools, six middle schools and six high schools between two school districts spread between the three main islands. The territory also sports one university, The University of the Virgin Islands, a public liberal arts based university. 

However, a great number of students attend private schools, and most of the families who relocate to the U.S. Virgin Islands opt to send their children to private or religious affiliated schools, who also charge a tuition fee. Educational challenges in the U.S. Virgin Islands are characterised by poor funding, staff shortages, and struggling infrastructure, causing huge barriers to adequate education for the working class population of the islands.

Unsafe working (and learning) conditions

The vast majority of those who relocate to the U.S. Virgin Islands will decide to send their children to a private school to receive their education. With the Peter Gruber International Academy, situated on St. Thomas, requiring annual tuition ranging from $13,150 to $21,000 excluding materials and accreditation fees, it is starkly obvious that this option is not for everyone. However, given the state of current affairs in public schools, there is no doubt as to why parents would go out of pocket to avoid their children attending the region’s public schools.

In September 2023, teachers across St. Croix walked out of their classrooms in protest, claiming that the conditions they are expected to work in are untenable and entirely unsafe. The protesting teachers mention not only the long-standing issues of underfunding for the schools, but also sweltering temperatures that have to be endured in classrooms, many of which have no clean drinking water. This region, famous for its balmy temperatures, has schools operating without air conditioning. The response to this protest has been to implement schedule adjustments, enforcing earlier dismissal and shortened class periods for the schools on St. Croix. In effect, poor funding has caused policy makers to opt for less schooling hours as opposed to providing adequate equipment to the schools.

Teachers are not the only individuals enraged by these conditions, as students took to the streets in protest of the unsafe conditions they are expected to learn and grow under. Students from two historically rivalling highschools put their differences aside as they called for immediate action from leaders. Devastating heat and lack of air conditioning were only the tip of the iceberg for these students, as placards being held high mentioned termites, mould, leaking ceilings, and other structural ailments concerned with the physical school buildings. Further prompting the action was the stark lack of funding for equipment and maintenance workers.

School facilities in the U.S. Virgin Islands have sustained damage not only from the hurricanes in 2017, but also many in the 90s and less severe instances in 2021 and 2022. As a result the infrastructure must constantly be repaired and seen to, which these students believe is not being upheld on the side of maintenance due to exceedingly poor funding. One of the schools in which the students came from, Educational Complex High School, is used as a hurricane shelter, which the students reiterated, poor maintenance is not only an educational disadvantage but a genuine health and safety hazard for those living on the island. The students stood in unison demanding answers to where the large budgets dedicated to the Department of Education have been going, and hoping together that their action will spare future students on St. Croix from the conditions they have to currently endure.

Where have all the teachers gone?

Dr. Dionne Wells-Hedrington, commissioner of the Virgin Islands Department of Education cannot stress enough the risk that classrooms will not be filled when the 2023/2024 school year begins. With learning deficiencies in the region presenting themselves as a challenge at present, the 127 teachers reaching retirement age represent a looming loss to the educational system on the islands and a concerning prospect for the students.

The school year 2022/2023 saw 33 teachers separate themselves from the department, expanding the 43 pre-existing teaching vacancies in the region. The strategy being employed by the department in an attempt to tackle this growing issue that has been used for years, to try to recruit teachers from outside the territory to fill the gaps. The Department has been driven to launch a special appeal to recruit degree holders and retired teachers to fill substitute teacher positions.

The situation remains dire however with Wells-Hedrington informing lawmakers last year that nearly 200 teachers and support staff retired or resigned from the already struggling public school education system between June 2022 and August 2022. Furthermore, the number of non-certified professionals working in the public schools on the Islands far outnumber those certified, with only 228 certified professionals in comparison to 610 non-certified professionals.  Emmanuella Perez-Cassius, the Board of Educations Vice Chairwoman, is adamant that educators need to receive higher pay, consistent curriculum mandates and better working conditions.

A storm of mental distress

The Board of Educations Vice Chairwoman further remarked that schools are sorely lacking formal trauma and mental health alert systems for children who need aid with serious issues. The Islands align with national data, indicating that children in America are in the midst of a mental health crisis. St. Croix Foundation reported in 2021 that 22.5% of middle schoolers had “seriously considered suicide” and 33.5% of high school students “felt so sad or hopeless almost every day for two or more weeks that they stopped doing some usual activities”. As this data was collected in the aftermath of the aforementioned hurricanes, it was seen as a cry for help and a call to action for the community of the Islands, with special emphasis on the education system to support children struggling in the region.

In July 2023 Perez-Cassius made it clear that schools are not up to date with critical information that can protect children from a mental health crisis. As a result she called for direct and ongoing communication between the Department of Education and Department of Health, as well as other organisations concerning treatments, school services, and awareness for students with escalating mental health concerns.

The Vice Chairwoman additionally called for the implementation of training on trauma based interventions and approaches. Studies have suggested that students on the islands experience PTSD at a significantly higher level than the general population, and a lack of intervention from the education system is an unfortunate shortfall that devastatingly lets students, and teachers alike, down.

Leadership for change

Although there is no absence of challenges faced by those pursuing education through the system in the U.S. Virgin Islands, these very individuals have shown resilience and perseverance time and time again in the face of challenges. The bravery of the protesting teachers and the voices of strong leaders such as Perez-Cassius and Dr.  Wells-Hedrington are not going unseen and unheard as attention is being drawn to these areas of concern.

Furthermore, the children in the region have stepped up and shown that they will no longer allow for unsafe conditions to be tolerated. These students have shown responsibility and dedication in a way that no child should ever have to. Their passion and drive through their protests and their demands of lawmakers have made waves in their communities and it will be impossible for those in power to ignore their rightly placed rage.  After the terror of Irma and Maria the people of the U.S. Virgin Islands have worked hard to rebuild themselves and their education system, demonstrations of strength that will stand to the region with any hope.

References

Cover Image by MChe Lee via Unsplash

The Gaza Conflict Dilemma: Academic Freedom and the Complex Tapestry of Free Speech in American Universities

By Samantha Orozco

In recent days, Harvard’s President, Claudine Gay, resigned amidst an antisemitism scandal. Contrary to expectations, her resignation was not prompted by allegations of antisemitism at the renowned institution but by accusations of plagiarism. While such accusations warrant the resignation and removal of an academic in such a pivotal role, it is crucial not to overlook the controversy surrounding her decision to step down and the pressure exerted by members of the US Congress and Harvard’s Jewish Community.

Gay, alongside other esteemed university presidents such as Liz Maguill of the University of Pennsylvania (who also resigned) and Sally Kornbluth of the Massachusetts Institute of Technology, faced scrutiny following allegations of antisemitism and potential endorsement of university authorities. This situation preceded a hearing initiated by the US Congress Republican Party to investigate “their actions to curb and penalize antisemitism in their respective universities.” [1]

Claudine Gay, president of Harvard University taken by Ken Cedeno, Reuters
Sally Kornbluth, president of Massachusetts Institute of Technology taken by Kevin Dietsch/Getty Images
M. Elizabeth Magill, president of University of Pennsylvania , taken by Kevin Dietsch/Getty Images

The inquiries and pressure directed at these university presidents are just the tip of the iceberg in the attempt to stifle freedom of speech in American universities. For instance, Columbia University prohibited participation in demonstrations supporting either Palestine or Israel. While this initially suppressed the two main student groups, the resolution backfired as students organized protests and formed over 40 student groups to continue expressing support for their causes.[2] Another example is the decision by Ron DeSantis, Governor of the State of Florida, to declare all pro-Palestinian groups in state universities illegal and compel their closure.[3]

The situation unfolding in American universities and the congressional approach to the matter threatens academic freedom and the right to freedom of speech. This is exacerbated by the fact that this precedent could set an example nationwide, where a pro-Palestinian liberation movement emerges without the intention of promoting hate speech but instead creating discomfort for those with differing views. On the other hand, the concern lies in the unequal treatment of hate speech incidents, mainly when directed against Palestinian or Muslim students.

“Anti-zionism is Antisemitism”?

The initial misstep in defining the boundaries of tolerance for expressions of support for the Palestinian movement occurred with the congressional resolution that equates anti-Zionism with antisemitism. [3] This sets a dangerous precedent, as many anti-Zionist movements advocate for a ceasefire in Gaza or criticize Israel’s military actions without promoting hatred or discrimination against Jews. Since October 7, several pro-Israel motions have been endorsed by Congress, reflecting widespread support for Israel among most US legislators during its offensive in Gaza, resulting in the tragic deaths of over 16,000 Palestinians.[4]

The conflation of anti-Zionism with antisemitism definitions has led to the interpretation of any form of support for Palestinians as acts of antisemitism. University presidents faced questioning on this matter, often relying on context to address inquiries. Their responses were often hesitant, not firmly stating whether certain behaviours are antisemitic or not, emphasizing the importance of context. In an environment where pro-Palestinian expressions are perceived as universally antisemitic, nuanced responses are challenging to provide, leading to the coerced cessation of pro-Palestine protests by university students.

Determining whether specific expressions may be considered antisemitic requires a case-by-case analysis, potentially placing such behaviours outside the protection scope of the right to freedom of speech. Article 19 of the International Covenant on Civil and Political Rights (ICCPR) asserts that everyone is entitled to freedom of speech, making expressions of support for Palestinians a fundamental exercise of this right. Striking a balance between freedom of speech and the prevention of hate speech is essential, though international human rights law lacks a formal definition of “hate speech.” Instead, most United Nations instruments refer to “incitement to discrimination, hostility, or violence.”[5]

Limitations on freedom of speech under international law aim to reconcile two fundamental principles. On one hand, the principle of equality and non-discrimination ensures the equal enjoyment of human rights, protection under the law, and dignity without discrimination. On the other hand, the right to freedom of opinion and expression safeguards the right to hold opinions without interference and to express, seek, receive, and impart information and ideas across all mediums and without borders. [6] Advocating for the implementation of drastic measures that quash any expression of support for Palestinians is a misguided approach in the pursuit of a shared objective, which ideally should be peace and the safeguarding of human dignity, irrespective of individual perspectives on the Gaza conflict.

American citizens pro-Palestinian protest in front of Israel Consulate – by Hossam el-Hamalawy on Flickr

The challenge for academy and university students

An intriguing aspect to ponder is the state of academia when contentious issues arise, potentially jeopardizing even professional positions. Will contributions to the analysis of the Conflict in Gaza, particularly from academics at renowned American universities, be tainted and stifled by the fear of being branded as antisemitic?

While advocating for the punishment of hate speech, incitement to Violence, or genocide against any involved groups in the conflict is commendable, the challenge lies in striking a balance that preserves academic freedom. This concept, rooted in medieval European universities,[6] encompasses the freedom of teachers and students to engage in teaching, studying, and research without undue interference or constraints from law, institutional regulations, or public pressures. Its fundamental tenets include teachers’ freedom to explore subjects of intellectual concern, present findings without censorship, and teach in a professionally appropriate manner.

Students can study relevant subjects, form conclusions independently, and express their opinions. Advocates argue that the justification for academic freedom is not solely for the comfort of educators and students but for societal benefits.[7] A society thrives when the educational process fosters knowledge advancement, and such progress is best achieved when inquiry remains free from state, institutional, or special-interest group restraints. In that sense, more than trying to suppress opinions, universities should promote healthy discussions among different perspectives and encourage students to participate in other academic spaces.

Ironically, being a college president may be one of the least desirable positions in American universities. The removal of a university president should ideally result from internal deliberations among board members and academic personnel, not from political pressures emanating from the Capitol. Universities must remain immune to political coercion, and authorities should distinguish between this and exercising freedom of speech and promoting academic freedom. At the moment, actions appear to favour a specific narrative, undermining the potential for diverse and healthy approaches and discussions in a nation where no voices should be silenced.

Notes:

[1]Blinder, Alan & Others for The New York Times. (12 December 2023) Universities Face Congressional Inquiry and Angry Donors Over Handling of Antisemitism. https://www.nytimes.com/2023/12/07/us/university-of-pennsylvania-mit-harvard-antisemitism.html

[2]Stack, Liam, for The New York Times. (November 2023) Columbia Closes Campus as Israel-Hamas protests erupts. https://www.nytimes.com/2023/10/12/nyregion/columbia-university-israel-hamas-protests.html

[3]Hay, Andrew for Reuters. Florida´s De Santis bans Pro-Palestinian Student Group. https://www.reuters.com/world/us/floridas-desantis-bans-pro-palestinian-student-group-2023-10-25/

[4]Mohamed, Edna, and others for Al Jazeera. Israel-Hamas war updates: More than 16,200 dead in Gaza from Israeli Attacks. https://www.aljazeera.com/news/liveblog/2023/12/5/israel-hamas-war-live-israeli-attacks-on-southern-gaza-reach-new-depths

[5]United Nations Human Rights Commission, Hate speech and incitement to hatred or Violence. Special Rapporteur on Freedom of Religion or Belief https://www.ohchr.org/en/special-procedures/sr-religion-or-belief/hate-speech-and-incitement-hatred-or-violence#:~:text=As%20a%20matter%20of%20principle,peaceful%2C%20inclusive%20and%20just%20societies.; The International Convention on the Elimination of all Forms of Racial Discrimination (CERD), adopted by the UN General Assembly in 1965, prohibits “propaganda” and “dissemination of ideas” about racial superiority and The Convention on the Prevention and Punishment of the Crime of Genocide (art. 4).1948, The Rome Statute of the International Criminal Court was adopted in 1998  (art. 25).

[6]Simpson, R. M. (2020). The relation between academic freedom and free speech. Ethics, 130(3), 287-319.

[7]Hinchey, P. H. (2010). Finding freedom in the classroom: A practical introduction to critical theory (Vol. 24). Peter Lang; Barrow, C. W. (2017). Realpolitik in the American University: Charles A. Beard and the problem of academic repression. In Neoliberalizing the University: Implications for American Democracy (pp. 26-46). Routledge.

Educational challenges in Panama

Written by Francisca Rosales

Panama is a country in Central America with a population of approximately 4.2 million people in 2020 (Puertas et al. 2023). Panama has a Human Development Index of 0.815 due to widespread socioeconomic inequality, especially among the country’s indigenous population (ibid.).

The Panamanian education system is divided into different stages: preschool; primary school; pre-secondary school and secondary school. Education is free until middle school (The Oxford Business Group 2023). Despite recent progress in children’s access to education, Panama’s educational system is still facing grave challenges, especially as the quality of the country’s education continues to lag (The Oxford Business Group 2023; UNICEF 2021). There are still great disparities in dropout rates between rural and urban areas, and the number and professional qualification of teachers remains unsatisfactory (The Oxford Business Group 2023). The state budget for education continues to be disappointing (Herrera et al. 2018). In 2020, the Panamanian government only invested 3.9 percent of its GDP in education (Trading Economics 2023). Currently 17.2% of children aged between 15 and 24 are not enrolled in education or employment, entailing that many adolescents lack access to education and to the necessary skills to find an employment (Unicef 2020).

This report highlights educational challenges that Panama is facing at the moment; namely, the lack of quality education and infrastructure, and inequalities in access to education that affect especially rural and indigenous communities. The report concludes with recommendations to improve the Panamanian educational system.

Elementary school in Boquete, Panama. Photo by Fran Hogan on Wikimedia Commons.

Quality of Education & Infrastructure

The quality of education in Panama continues to fall behind (UNESCO 2020). There are not sufficient services at schools to ensure quality education for students, especially in rural and indigenous communities (UNICEF 2021). To illustrate, approximately 30 percent of children do not have access to preschool education (UNICEF 2021). Also, educational infrastructure is deteriorating due to poor maintenance (Herrera et al. 2018). The lack of capacity to accommodate students has led to the introduction of the two-shift school day to optimize school infrastructure (The Oxford Business Group 2023). This strategy entails that one shift of students attends school during the morning, while another shift attends school in the afternoon. However, this has hampered the development of students’ basic skills. The physical infrastructure of schools in rural areas is lower than in urban schools (Unesco 2020). Rural schools face major infrastructure challenges: there is a lack of infrastructure to accommodate the local demand for school; this results in children dropping out of school or forces children to walk for long distances to access their schools. Also, compared to schools in urban centers, schools in rural areas often lack the necessary learning materials, such as textbooks and notebooks (Unesco 2020).

Moreover, the educational style remains old-fashioned, as the curriculum is still based on memorizing concepts rather than developing key competencies and developing skills important for students’ future employability (UNICEF 2021). The lack of enforcement of a bilingual curriculum and, therefore, the lack of proficiency in English has negatively affected students’ preparedness for the labor market, especially in the sector of tourism. As a response, the government implemented a Bilingual Program in 2015, to improve basic and secondary teachers’ proficiency in English (The Oxford Business Group 2023). Furthermore,  schools lack a clear approach to teaching in schools in indigenous communities, which compromises the quality of education for students with an indigenous background. In fact, many teachers teaching in schools in indigenous communities follow non-inclusive educational practices (Unesco 2020). For example, non-indigenous teachers often do not allow students to speak in indigenous languages among themselves, creating tensions in the classroom environment and the current bilingual curriculum fails to include indigenous languages (Unesco 2020). 

Inequalities in Access to Education

According to UNICEF, 3 out of 10 children are affected by multidimensional poverty in Panama (UNICEF 2022). Children living in poverty and children with an indigenous background lack access to quality services (UNICEF 2022). Although preschool education is compulsory, approximately 40 percent of children aged between 4 to 5 years do not attend preschool (UNICEF 2020). Ensuring children’s access to preschool education is essential since the level of oral language kindergarten can have a great impact on a child’s learning outcomes through primary school in reading and writing, as well as mathematics (Puertas et al. 2023). The educational system also does not reach all adolescents to the same extent: only 7 in 10 children aged between 12 and 14 years were enrolled in pre-secondary school before Covid-19, while only 5 in 10 adolescents between 15 and 17 years were enrolled in high school (UNICEF 2020). Consequently, only 35 percent of students reached the minimum proficiency levels for literacy according to the Sustainable Development Goals (UNICEF 2020). Also, 19 percent of boys and 16 percent of girls in pre-secondary schools are overaged; this fact points that unsatisfactory learning leads to school dropout, curtailing the possibility for young adults to acquire the necessary skills for future employability (UNICEF 2020). 

Inequalities greatly affect children with indigenous backgrounds, as indigenous children display lower achievement in literacy and numeracy rates. The indigenous population in Panama mostly lives in rural areas, where the supply of schools is substantially lower, compared to urban areas (Unesco 2020). To illustrate, adolescent girls from indigenous communities are more likely to be excluded from access to education and to complete secondary education and 1 in 10 children from rural areas are more likely to not be enrolled in school (UNICEF 2021; Unesco 2020).  The literacy rate for women from indigenous backgrounds between 15 and 24 years of age is 84 percent, which is lower than the national average (97 percent) (Unesco 2020). Also, schools in indigenous communities have poorer infrastructure and lower school attainment. Violence, including abandonment, or neglect, currently affects 44.5 percent of children, and indigenous girls show higher vulnerability to violence (UNICEF 2020). Children with disabilities also face exclusion in access to education as 1 in 4 children with disabilities does not attend school (UNICEF 2021).

Students’ reading performance greatly decreased after Covid especially due to inequality (Puertas et al. 2023). At the end of 2020, only 51 percent of children in primary schools and 42 percent of high school students could read proficiently (Puerta et al. 2023). A large portion of the population does not have access to internet from home or electricity. In fact, only 40 percent of households with children in public schools have internet access (Puertas et al. 2023). During the Covid lockdow, children from higher-income households could use online platforms, such as Microsoft Teams, to engage with their teachers; however, students in lower-income households often only had WhatsApp as a means of communication with their teachers. Consequently, thousands of students were at risk of dropping out of school during this period (UNICEF 2022).

Photo by Katie Chen on Unsplash.

Conclusion and Recommendations

This report highlights that the major educational challenges in Panama lie in the lack of appropriate infrastructure to ensure that students have access to quality education and social inequality that hinders students from achieving satisfactory educational outcomes. Education is an essential mechanism for development. Thus, the government of Panama must commit to expanding the current budget for education to improve schools’ physical infrastructure and quality to ensure that its population can access the necessary skills and increase its capabilities. Also, it is essential to continue investing in teachers’ capacity building to improve the quality of teaching and develop a curriculum that enables students to develop essential skills for the job market.

The government should also prioritize children from indigenous communities to close the current gap in unequal access to education. The government should invest more in schools in indigenous communities to improve learning outcomes in reading and mathematics among primary school and high school students. This is only possible through the implementation of inclusive policies that take into consideration students’ educational needs and recognize the disproportional exclusion of children with indigenous background from accessing quality education. Ensuring that students with an indigenous background have access to quality education is essential to prevent students from dropping out of school and from being further marginalized from society. 

References

Cubilla-Bonnetier, D., Grajales-Barrios, M., Ortega-Espinosa, A., Puertas, L. and De León Sautú, N. (2023). “Unequal literacy development and access to online education in public versus private Panamanian schools during COVID-19 pandemic”. In Frontiers in Education (Vol. 8, p. 989872). Frontiers.

Herrera M, L.C., Torres-Lista, V. and Montenegro, M. (2018). Analysis of the State Budget for Education of the Republic of Panama from 1990 to 2017. International Education Studies, 11(7), pp.71-82.

Oxford Business Group. (2023). “Panama makes progress towards sustainable education growth”. https://oxfordbusinessgroup.com/reports/panama/2015-report/economy/learning-curve-progress-is-being-made-towards-sustainable-growth-via-a-rising-budget-and-a-push-to-raise-post-secondary-offerings#:~:text=The%20Panamanian%20education%20system%20is,five%2Dyear%2Dold%20children 

Trading Economics. (2023). “Panama – Public Spending on Education”. https://tradingeconomics.com/panama/public-spending-on-education-total-percent-of-gdp-wb-data.html#:~:text=Government%20expenditure%20on%20education%2C%20total,compiled%20from%20officially%20recognized%20sources 

Unesco. (2020). “Rurality and education in Panama”. https://unesdoc.unesco.org/ark:/48223/pf0000374672 

UNICEF. (2021). “All children learn in Palama”. https://www.unicef.org/lac/en/all-children-learn-panama 

UNICEF. (2022). “Country annual report 2022: Panama”. https://www.unicef.org/media/136316/file/Panama-2022-COAR.pdf 

UNICEF. (2020). “Country Programme document”. https://www.unicef.org/executiveboard/media/3176/file/2021-PL9-Panama_CPD-EN-ODS.pdf

Unveiling educational Challenges in Honduras: From History to Pandemic

Written by: Laura Dieterle

The Republic of Honduras, situated in Central America with a population of approximately 9.7 million, operates as a constitutional democracy with a presidential governmental system, facing multifaceted challenges in its educational landscape [1].

Rooted in its colonial history, Honduras grapples with enduring political and systemic issues that significantly impact its education system. Scholars, including Edwards et al. [2], highlight the consequences of postcolonial structures, identifying the privatisation of education as a persistent challenge. This privatisation contributes to disparities in access to education, posing obstacles to achieving equal educational opportunities for all.

Moreover, Honduras remains deeply entrenched in a patriarchal societal framework, perpetuating traditional gender roles. This societal structure manifests in expectations that predominantly confine women to caregiving roles. This entrenched gender bias influences access to education, as women and girls often face discouragement from pursuing higher education or continuing their schooling beyond the basic levels [3].

The aftermath of the COVID-19 pandemic has exacerbated existing educational challenges, bringing to the forefront a range of issues on the country’s social agenda. Notable concerns include heightened school dropout rates across all educational levels, ineffective management within the educational system, insufficient investment in education, and pervasive educational inequalities [4].

Addressing these challenges necessitates a comprehensive and collaborative approach, involving governmental bodies, NGOs, and international partners to develop sustainable solutions. By tackling the historical legacies and systemic issues, Honduras can work towards fostering a more inclusive and equitable education system for its diverse population.

Challenges:

Privatisation and Globalisation

In Honduras, education privatisation faces multifaceted challenges deeply rooted in historical and structural factors. The initial formation of the Honduran State in the late 1890s was marked by significant foreign influence, particularly from the United States. Transnational companies, mainly involved in industries such as bananas and coffee, played a pivotal role in shaping the state apparatus, hindering the emergence of a strong local elite, and contributing to a dependence on foreign aid and markets, which directly influenced the way an educational system emerged [2].

This historical influence has resulted in an economy where foreign capital is utilized to benefit the political party in power, creating a system where privileges are distributed based on party loyalty. The privatisation of education in Honduras has led to an unequal distribution of educational resources, with teaching positions, school buildings, and other benefits being subject to political biases. The political class, rather than strengthening the institutional capacity of the State for public welfare, operates in alignment with the logic of personal and private benefit [2].

The concept of “State failure” in Honduras becomes complex, reflecting the State’s historical lack of capacity to function independently and financial constraints. This challenges the fulfilment of the State’s primary function of public welfare. The combination of historical factors, foreign influence, and political biases has shaped the State’s role in perpetuating a system where clientelism and dependence on foreign actors are taken for granted [2].

Recognising the historical foundations is essential for understanding the challenges posed by education privatisation in Honduras. It reveals deeper historical and structural issues influencing the education system, offering insights into potential avenues for policy change.

In this context, globalisation and capitalist dynamics play a significant role, contributing to the country’s dependence on foreign aid and markets. According to Edwards et al., the challenges in achieving an autonomous and equitable education system stem from the continued influence of historical factors, necessitating a comprehensive approach that addresses root causes rather than merely addressing surface-level issues [2].

While the political landscape in Honduras reflects a system where clientelism and political biases prevail, understanding the interplay of historical legacies, foreign influence, and political dynamics opens pathways for potential policy changes that can lead to a more equitable and autonomous education system in the future.

Patriarchal Structure and its Influence on Education

A huge issue within rural Honduras is the high occurrence of child marriages, which is rooted in visible gender inequality. This is deeply rooted in the patriarchal societal framework in which Honduras can be placed and has a great influence on adolescents [3].

In addressing the challenges faced by adolescents in rural Honduras, the importance of equipping them with life skills, particularly critical thinking, is underscored. Critical thinking is seen as essential for making informed decisions and taking actions based on a deep understanding and analysis of their surroundings. The complex task of promoting social norms reflecting gender equality and combating child marriage within an educational context can be named an educational challenge [5].

An empirical example is the HEY! Intervention, illustrating how critical thinking can be incorporated into the curriculum to tackle gender inequality and prevent child marriage. The study advocates for pedagogies that foster social analysis, change power relations, and challenge oppression, emphasising the role of critical and feminist pedagogies [5].

The implementation of a curriculum aligned with critical thinking principles involves examining assumptions and imagining alternative ways of thinking and acting. Creating a classroom community where boys and girls engage in dialogue and act as critical mirrors is pivotal to inducing cognitive dissonance and making sense of inconsistencies in beliefs, particularly those related to gender inequality.

While the study yields positive initial results, particularly in encouraging boys to challenge gender inequality and providing girls with opportunities to reimagine their roles, a rigorous impact assessment on child marriage and teen pregnancy is pending. The hope is that documenting the processes and impact of HEY! will inform the design of similar programs fostering critical thinking as a life skill for youth in diverse contexts [5]. However, the continuous existence of child marriage, as well as the general gender inequalities are a huge issue regarding education for all, since it excludes young women and girls from receiving an education.

Covid-19 and its Aftermath

The COVID-19 pandemic has intensified longstanding challenges in Honduras, a country grappling with high poverty rates and existing educational crises. Mandated lockdowns in March 2020 resulted in a surge in unemployment, and health crises, and exacerbated ongoing educational issues. Even before the pandemic, Honduras faced educational shortcomings, including poor quality, teacher strikes, and inadequate resources [6]. Illiteracy rates had reached 13% by February 2020.

The public education system, already struggling, ceased to function during lockdowns, leaving enrolled children without formal education for months. Many turned to child labor, while others became vulnerable “street children” exposed to violence and exploitation. The private education system also faced obstacles, with students unable to afford technology or internet services [6].

Children’s rights, protected by Honduran law, including the right to education, family, and dignity, are increasingly at risk. The pandemic has laid bare the deep-seated issues, exposing millions of children to the perils of illiteracy, abuse, neglect, and child labour, suggesting a precarious future for their well-being in Honduras.

Conclusion

The challenges facing education privatisation in Honduras are deeply embedded in historical and structural factors. The historical influence of foreign entities, particularly from the United States, has shaped the state apparatus, fostering dependence on foreign aid and markets. This has led to an unequal distribution of educational resources, with political biases determining privileges. The concept of “State failure” is complex, reflecting historical limitations and financial constraints. Understanding these historical foundations is crucial for addressing education privatisation challenges and advocating for comprehensive policy changes.

Gender inequality, evident in high rates of child marriages in rural Honduras, is rooted in the patriarchal societal framework. Equipping adolescents with life skills, especially critical thinking, becomes essential. The HEY! intervention exemplifies integrating critical thinking into the curriculum to combat gender inequality and child marriage. The study advocates for pedagogies that challenge oppression, emphasising critical and feminist approaches. The classroom becomes a space for dialogue, inducing cognitive dissonance and reshaping beliefs, particularly related to gender inequality. Positive initial results indicate the potential for similar programs to foster critical thinking as a life skill for youth.

The COVID-19 pandemic exacerbated existing challenges in Honduras, intensifying unemployment, health crises, and educational issues. Lockdowns left enrolled children without formal education, pushing many into child labour or vulnerable “street children” situations. The private education system faced hurdles due to technology and internet access issues. The pandemic exposed deep-seated problems, jeopardizing children’s rights to education, family, and dignity. Illiteracy, abuse, and child labour became heightened risks, suggesting a precarious future for children’s well-being in Honduras.

In conclusion, the multifaceted challenges in Honduras demand holistic approaches that address historical legacies, gender inequalities, and the devastating impact of the pandemic. A comprehensive strategy, encompassing policy changes, pedagogical shifts, and community engagement, is essential for fostering an equitable and autonomous education system that ensures the well-being of the country’s youth.

References:
  • [2] Edwards, D. B., Moschetti, M. C., & Caravaca, A. (2023). Globalization, privatization, and the state : contemporary education reform in post-colonial contexts. https://www.routledge.com/Globalization-Privatization-and-the-State-Contemporary-Education-Reform/Jr-Moschetti-Caravaca/p/book/9780367460822
  • [6] Evans, W. (2021). Public Education in Honduras: How the COVID-19 Pandemic Exacerbated an On-going Educational Crisis  – Trauma Psychology News. Trauma Psychology. https://traumapsychnews.com/2020/11/public-education-in-honduras-how-the-covid-19-pandemic-exacerbated-an-on-going-educational-crisis/
  • [3] NGO Our Little Roses. (2021). Inequality Impacts Girls in Honduras’ Education – Our Little Roses. https://www.ourlittleroses.org/blog/how-inequality-impacts-girls-in-honduras-education-system/
  • [4] Portillo Mejía, T. M. (2022). Honduras: Educational Progress Report. https://www.thedialogue.org/analysis/honduras-educational-progress-report/
  • [5] Sorbring, E., Alampay, L. P., Russell, L., & Smahel, D. (2022). Young People and Learning Processes in School and Everyday Life Volume 5 Series Editors. 5, 215–240. http://www.springer.com/series/15702
  • Student An Der Escuela De Saraguro Honduras · Kostenloses Stock-Foto. (n.d.). Retrieved November 20, 2023, from https://www.pexels.com/de-de/foto/student-an-der-escuela-de-saraguro-honduras-19064143/
  • [1] Worldbank. (2022). Honduras Overview: Development news, research, data | World Bank. Worldbank. https://www.worldbank.org/en/country/honduras/overview

Feature Image by Gabriel Manjarres via Pexels

Educational Challenges in the United States of America

Written by Dimitrios Chasouras & Jimena Villot Lopez 

Introduction

The United States of America is one of the wealthiest countries in the world, with a GDP of $25 trillion as of 2022.i However, as of 2020, the expenditure on education was 12.7% of the total government spending that year.ii This fiscal allocation shows the funding system of schools in the US, where the financial support is divided between government revenue and local resources, which bind school budgets to their respective districts. This funding model creates a large divide in the educational opportunities available to students. Schools in wealthier areas, with low-poverty percentages, benefit from significantly higher spending per student, in contrast with those in economically disadvantaged areas, which have lower budgets available. The effects of this gap regarding education are increasingly evident in students’ lives and school performance.

Another issue dealt with in this article is the constant presence of gun violence cases in schools, which is another of the biggest challenges faced by educational institutions in the United States. The addition of resource limitations and security concerns posed by gun violence cause a multifaceted threat to the well-being and safety of students all over the country. Both issues will be discussed separately, dealing with the complexities which surround the problem, along with potential measures to rectify them, or at least try to do so. It is important to remember that education is vital in a child’s development, and therefore it is paramount that these issues are taken seriously. Additionally, attention by government and local authorities is necessary to take into action comprehensive strategies (such as financial plans, security measures, and mental health support) to ensure the safety and well-being of all students, regardless of their socioeconomic or ethnic background.

Gun violence and consequences in schools

With around 50% of American households having at least one registered firearm and an exponential increase in gun manufacturing,iii gun violence incidents have been increasing drastically in the last couple of years, within households and publicly, including school premises. Incidents include suicides, assaults and school shooting, which has led to firearms being the leading cause of death among children and teens. 76% of school shootings have occurred by students who acquired guns from either their own households or relatives.iv Compared to other high-income countries, children between the age of 5-14 years old are 21 times more likely to be shot, while teens between 15-24 are 23 times more likely.v Additionally, around 4,000 children and teens (ages 0-19) are shot and killed annually, while 15,000 are wounded by firearms, totalling up to an average of 53 children being shot a day. Those statistics clearly outline a serious problem that plagues US adults and minors in their everyday lives. Gun violence incidents have long-lasting effects not just on the direct victims but the victims’ friends, family, and witnesses as well. Survivors of gun violence have to battle a multitude of psychological and mental issues, such as fear of death and PTSDvi which can lead to violent behaviour and abuse of drugs/alcohol.

To combat gun violence on school campuses, certain states have applied legislation permitting authorised gun possession on campus, even mandatory.vii Schools, colleges, and universities still have the final judgement on gun safety laws (e.g., authorised gun possession by school staff), but due to the increasing number of incidents, statehouses continue to promote such policies. Most attempts to decrease shootings in schools have been reactive, with other examples including eye-catching graphics, involvement and mentoring of adults and peers.viii Out of all, the one that has been suggested the most is community-based solutions, as they tend to be more tailored to the issues the state, school or district faces. Unfortunately, certain districts are unable to carry out such programs due to a lack of funding.

The outcomes of the above-mentioned policies and programs have not caused much change in gun violence incidents, and most students feel increasingly threatened and intimidated.ix Schools that have introduced gun safety programs or authorised gun possession or the presence of law enforcement have been burdened with additional financial costs that they are unable to pay. At the same time, students who go through shooter drills suffer from more depression, stress, anxiety, and the fear of death.

Some researchers suggest that stricter gun laws have opposite effects than the ones mentioned, for example, a decrease in the probability of missing a school day due to feeling unsafe, students carrying a weapon on campus, and students getting injured.x

The challenges of gun violence and the proposed solutions statistically have a disproportionate impact on students based on ethnic backgrounds.xi More specifically, black teens are 17 times more likely to die by homicide and 13 times more likely to be hospitalised for firearm assault compared to white teens, as well as Latinx, who are 2.7 times more likely to die by homicide.xii Such statistics are true even within the same states and cities, which creates unequal challenges for certain students compared to others. Policy decisions in place and disinvestments in certain parts of cities have left African-American and Latinx communities with a struggle to implement the above programs or counsel victims due to lack of resources, poverty and unemployment, which has led to an increase in gun violence in the last few years.xiii

Graph from CDC, Wonder.

Even when gun safety laws are implemented, African-American students tend to feel more threatened by the presence of guns and law enforcement on campus compared to others.xiv White students, although less likely to die of gun violence, have a higher risk of committing suicide when guns are in their household and/or on campus. Evidently, gun violence has created challenges for students across America, but different communities and ethnic groups differ in the type and extent of threat they perceive and experience. This has impacted overall school performance regarding attendance, test scores, graduation rates, feeling of safety, and perceived threat.

Consequences of lack of funding on the learning process

Teachers march in protest for education funding in Los Angeles. Photo by LaTerrian McIntosh on Unsplash

Since the 1800s in the United States, public schools have been primarily funded through local and state sources, the primary source of local funding being property taxes from individual community school districtsxv. This means that the money used to fund a school in a certain district comes from the property taxes paid by the owners of the houses in that same district. The advantage of this is that it ensures local control, which means the budget is allocated according to the specific needs and priorities of the schools in each district, however, it also has disadvantages.

Education funding largely depends on property taxes, resulting in disparities between schools in wealthy and disadvantaged areas. This funding model has left many schools struggling to provide the resources and opportunities that students need. Schools in wealthier neighbourhoods, or even those which have less low-income students attending, receive significantly more funding per student than those in high-poverty areas, with a more considerable number of low-income students. For example, as of 2020 in Illinois, Golfview Elementary School served 550 students, where 86% of them are considered low-income. On the other hand, Algonquin Lakes Elementary had 425 students, with reportedly less than 50% of them being low-income, and Algonquin received over $2,000 more than Golfview per student a yearxvi. This will mean that the educational needs of children in Algonquin have a higher likelihood of being met, improving their educational experience while leaving Golfview students with significant disadvantages.

Another one of the consequences of the funding disparities in the different areas is the inadequate compensation that educators receive in schools. To make ends meet, many teachers find themselves working multiple jobs. The demand for a higher livable wage is growing louder because committed educators need to be able to devote all of their energy to their work rather than worrying about their financial stability. It goes beyond just fair compensation.

Teacher shortages are causing larger problems in public schools. Wealthier schools, with students coming from high-income families, tend to hire more experienced, qualified teachers, which in turn costs more money. Since the pandemic, schools have been struggling to hire qualified teachers, and most of the low-income schools could not afford the salaries of experienced teachers, which has lowered the pool of potential applicants for teaching positions immenselyxvii. Due to this, some states have started making credential requirements lower, allowing for non-certified teachers to take over the vacant teaching positions, which affects children’s education. Christopher Blair, the former superintendent of Bullock County, Alabama, was quoted in 2022 stating that “when you have uncertified, emergency or inexperienced teachers, students are in classrooms where they are not going to get the level of rigour and classroom experiences.”xviii

The consequences of this shortage extend to overcrowded classrooms, which makes it difficult for teachers to provide individualised attention and support to students. In 2022, CNN went to a school outside of Phoenix where a teacher reported having to teach over 70 students in her biology classxix. This has negative consequences for the students, as it gets in the way of individualised attention, but also for the teacher, as it can cause burnout and stress to have to focus on so many students at one time. Furthermore, outdated textbooks and inadequate classroom supplies remain a prevalent issue in underfunded schools.

As can be seen from the previous analysis, the funding model for public schools has created a severe divide in the quality of education received by students all over the country. It offers advantages, such as local control and a constant revenue source for the communities; however, the disadvantages are more significant. Schools in wealthier areas or those with fewer low-income students receive substantially more funding per student than those in high-poverty regions. This financial discrepancy leads to unequal access to resources and opportunities, perpetuating educational inequalities.

Another pressing issue that arises from the lack of funding is inadequate compensation for teachers, which means they are forced to work multiple jobs to make ends meet, hindering their ability to focus all their energy on teaching. This will mean that fewer of the most experienced teachers will choose to work in such circumstances and only choose the wealthier schools or get jobs in other fields. This means that schools with a more significant number of high-poverty students will struggle to maintain qualified teachers. Along with overcrowding of classrooms, outdated textbooks and inadequate supplies, these issues collectively pose a severe challenge to students’ educations in United States public schools. Bridging the funding gaps and addressing teacher shortages are imperative steps toward ensuring that every child has access to a quality education, regardless of their socioeconomic background.

In fact, researchers have debated the value of increasing educational funding. However, recent research has found that when funding is directed towards high-poverty schools, and this money is used for important purposes, such as experienced teachers, social workers, or programs to address students’ academic needs, it can greatly boost student successxx

Conclusion

It can be considered that gun violence and funding disparities in schools are interrelated issues in terms of hindering students’ education for several reasons. Firstly, when schools do not have the necessary budget to afford to hire the necessary staff, such as educators, it can also mean no security staff to control who is able to go in and out of the school. However, this may also include social workers, school psychologists and staff designed to support the students and aid their mental health protection after dangerous situations which may occur. Additionally, in the first section, it was discussed how one of the discussed methods to protect against gun violence in schools was considering arming teachers with weapons in case of emergency. This can be damaging for several reasons, as it may create an unsafe environment for children at school and, at the same time, may discourage teachers from working at schools in which they have to carry guns for protection.

This is also related to district division because community and socioeconomic factors may indirectly affect the safety of the schools. Schools in economically disadvantaged districts or neighbourhoods may face additional challenges, including higher crime rates and exposure to community violence.

It’s important to emphasise that educational funding and division of resources may play a role in addressing school safety and gun violence; however, it is only part of the solution to the problem. Some other strategies to prevent gun violence include the support of mental health by advisors or counsellors in schools, anti-bullying efforts and community engagement. Additionally, whether locally or regionally, district leaders and politicians must address the underlying factors which may lead individuals to resort to violence and adopt responsible gun control measures.

Education is one of the most important elements of a child’s development, and measures which hinder or impede an appropriate education for students in public schools must be addressed. Ensuring a safe and secure school environment is a complex challenge, and it requires serious commitment all over the country.

References

i World Bank Data (2023) GDP (current US$) – United States. The World Bank. https://data.worldbank.org/indicator/NY.GDP.MKTP.CD?locations=US

ii World Bank Data (2023) United States. The World Bank. https://data.worldbank.org/country/united-states

iii Mitchell, T. (June 2017). The demographics of gun ownership in the U.S. Pew Research Center. https://www.pewresearch.org/social-trends/2017/06/22/the-demographics-of-gun-ownership/

iv Everytown for Gun Safety Support Fund. (July 2023). How can we prevent gun violence in American schools? Everytown Research & Policy. https://everytownresearch.org/report/how-can-we-prevent-gun-violence-in-schools/

v Everytown for Gun Safety Support Fund. (May 2019). The impact of gun violence on children and teens. Everytown Research & Policy. https://everytownresearch.org/report/the-impact-of-gun-violence-on-children-and-teens/

vi ibid.

vii RAND. (2020, April). The effects of laws allowing armed staff in K–12 schools. RAND Corporation. https://www.rand.org/research/gun-policy/analysis/laws-allowing-armed-staff-in-K12-schools.html

viii OJJDP. (n.d.). Section VII: Education Initiatives and Alternative Prevention Strategies. (Office of Juvenile Justice and Delinquency Prevention Report) https://ojjdp.ojp.gov/sites/g/files/xyckuh176/files/pubs/gun_violence/sect07.html

ix Everytown for Gun Safety Support Fund. (2020, December). The danger of guns on campus. Everytown Research & Policy. https://everytownresearch.org/report/guns-on-campus/

x Everytown for Gun Safety Support Fund. (May 2019). The impact of gun violence on children and teens. Everytown Research & Policy. https://everytownresearch.org/report/the-impact-of-gun-violence-on-children-and-teens/

xi Everytown for Gun Safety Support Fund. (July 2023). How can we prevent gun violence in American schools? Everytown Research & Policy. https://everytownresearch.org/report/how-can-we-prevent-gun-violence-in-schools/

xii Everytown for Gun Safety Support Fund. (May 2019). The impact of gun violence on children and teens. Everytown Research & Policy. https://everytownresearch.org/report/the-impact-of-gun-violence-on-children-and-teens/

xiii ibid.

xiv Everytown for Gun Safety Support Fund. (2020, December). The danger of guns on campus. Everytown Research & Policy. https://everytownresearch.org/report/guns-on-campus/

xvFindLaw Team (June 2016) Education Funding: State and Local Sources. FindLaw. https://www/findlaw.com/education/curriculum-standards-school-funding.com

xvi Mathewson T.G (October 2020) New data: Even within the same district, some wealthy schools get millions more than poor ones (The Hechinger Report). https://hechingerreport.org/new-data-even-within-the-same-district-some-wealthy-schools-get-millions-more-than-poor-ones/

xvii Richman, T & Crain, T.P (October 2022) Uncertified teachers filling holes in schools across the South (The Hechinger Report). https://hechingerreport.org/uncertified-teachers-filling-holes-in-schools-across-the-south/

xviii Lurye, S & Griesbach, R (September 2022) Teacher shortages are real, but not for the reason you heard (The Hechinger Report). https://hechingerreport.org/teacher-shortages-are-real-but-not-for-the-reason-you-heard/

xix Wolf, Z.B (September 2022) Crises converge on American Education (CNN Politics). https://edition.cnn.com/2022/09/01/politics/us-education-schools-crisis-what-matters/index.html

xxMathewson T.G (October 2020) New data: Even within the same district, some wealthy schools get millions more than poor ones (The Hechinger Report). https://hechingerreport.org/new-data-even-within-the-same-district-some-wealthy-schools-get-millions-more-than-poor-ones/

Educational Challenges in Puerto Rico

Written By Samantha Orozco and John Whitlock

Historic background

Puerto Rico is located northeast of the Caribbean Sea and is considered one of the Greater Antilles. Its location boasts beautiful beaches and landscapes but is also prone to hurricanes and other natural hazards that have severely affected its residents. Puerto Rico’s official language is Spanish and it is home to a diverse and multicultural population, with most of its inhabitants of Puerto Rican descent and a significant community of African, European, and Latin American ancestry.

After the Spanish-American War, the United States (US) officially annexed the then Spanish colonies of Puerto Rico, Guam, and the Philippines in December 1898, initially subjecting Puerto Rico to rule by the US military and a governor appointed by the President. In 1917, the US Congress voted to grant Puerto Ricans official citizenship status, while still denying them the representative rights that usually accompany full citizenship. The island’s inhabitants could not elect their own governor until 1947.

To this day, Puerto Ricans are not able to participate in US elections, have no voting representation within the US Congress, and do not hold the right to “equal treatment” in the 14th Amendment to the US Constitution. The island is now an “unincorporated territory” with “quasi-colonial” status, according to former Puerto Rican high school teacher and US Secretary of Education John King.  This causes serious consequences in the education system due to limited support from the US federal government and the unfortunate impact of natural hazards, the negative and systematic effects of which have not been adequately addressed.

Education System Overview

The Puerto Rican education system is roughly based on the American model. School attendance is mandatory from ages 6 to 18, and divided into six years of elementary education, three years of junior high school, and three years of high school. Academic calendars and grading scales are very similar to their US equivalents. After numerous failed attempts by the US to convert the Puerto Rican education system to English, Spanish has remained the language in which public schools operate. The high school diploma is known as the “Diploma de Escuela Superior” a literal translation from its mainland English counterpart. 

A key difference between challenges to the Puerto Rican school system and the mainland US system is the percentage of children experiencing poverty. According to the Census, 44% of Puerto Ricans live in poverty. Whereas 17% of children live below the poverty line in the US, this percentage is at 55% in Puerto Rico and even higher in rural areas. In 2017, a quarter of Puerto Rican children did not have access to the internet and half did not have access to a home computer.

Today, those who do have a home computer may have unreliable power due to damages to the electrical grid caused by disasters and mismanagement. High school drop-out rates are much higher on the island, especially from households with lower incomes: according to the U.S. Department of Education, the dropout rate among high school students is one-third, which is more than twice the current percentage in mainland US. In 2015, the secondary education net enrollment rate was 66.6% as opposed to 80.5% in mainland US.

This data was published in 2009-2010, which is the most recent information available due to the limited production of up-to-date statistics by the local government. Moreover, federal counts frequently omit Puerto Rico from their calculations. It is likely that the dropout rate in Puerto Rico has likely increased even further since, as hurricanes and the COVID-19 pandemic have exacerbated the situation. For those students who graduate high school, outcomes are not equal to those on the mainland US.

According to the Youth Development Institute of Puerto Rico, 51% of high school graduates pursue university education, whereas 67% of suburban Americans and 63% of rural and urban Americans attend college. Many Puerto Rican graduates who are able to attend college come from privileged backgrounds which enable them to attend private schools and hire college application consultants.

This is in line with the islands’ rank as the third-highest income-unequal in the world, following South Africa and Zambia. Additionally, it is particularly difficult for Puerto Rican students to pursue a college education in the mainland US. As US and Puerto Rican high school graduation tests are not harmonized, Puerto Rican high school students are required to take a Spanish language test that nearly no US mainland universities consider valid. Initially aimed to create a standardized college admissions test for the Spanish-speaking world and implemented for a trial run in Puerto Rico, this test was never expanded beyond.  Because of this, and underfunding, most public high school guidance counselors in Puerto Rico do not have knowledge of mainland admission requirements and cannot help students in that way.  

In the last year of reported data, “only 694 high school graduates from all of Puerto Rico went to college on the mainland or abroad in 2016. That’s about 2 percent. The island’s population is 3.2 million, according to the Census Bureau.” 

A positive aspect of the Puerto Rican education system is that the University of Puerto Rico is more accessible and affordable than comparable universities in the mainland US where the average tuition at a public institution is $25,707 per year (for students with family residence in the state) or $44,014 per year (for students without family residence in the state). In comparison, students at the University of Puerto Rico pay $4,366 in tuition in-state, and $8,712 out-of-state. However, according to advocacy group Excelencia in Education, less than half of students who enroll in Puerto Rican universities earn degrees after six years, compared to the US mainland where 58 percent of college students graduate. 

Natural hazards in Puerto Rico

Natural hazards have wreaked havoc in Puerto Rico for many years. Despite being aware of this situation, efforts to mitigate the damage have not been effectively implemented and disaster has been the result. Most of the resources allocated for education are used for repairing school infrastructure, but they remain insufficient.

A clear example of this is the aftermath of Hurricane Maria, which struck in 2017 and six years later still affects the territory. Maria severely impacted access to education in Puerto Rico and exposed deficiencies in both the state and institutional aspects of the system. There was an inability to respond to emergencies and a lack of efficiency in seeking solutions that would allow the population to continue their education.

At the time, according to a report made by Kavitha Cardoza (2023), the damage caused by Maria led to the closure of many schools due to infrastructure problems, leaving thousands of students with no opportunity to continue their studies and resulting in a high dropout rate. This created a vicious cycle, as student attrition reduced enrollment, which in turn led to the closure of schools that did not have enough students to operate.

In addition to hurricanes and floods, Puerto Rico has also experienced earthquakes. In 2020, a series of earthquakes contributed to the destruction of the already precarious school infrastructure. Just as the system was trying to recover from the ravages of Maria, it had to face the closure of schools for three months while engineers verified the safety of those still in operation. The most recent natural catastrophe in Puerto Rico was recorded in September 2022 when Hurricane Fiona struck the island, causing damage to infrastructure and the temporary closure of the few schools that were still functioning.

An aerial view of the damage left behind after Hurricane Maria is seen from a U.S. Customs and Border Protection, Air and Marine Operations, Black Hawk helicopter as AMO agents respond to the humanitarian needs of the people of Puerto Rico October 2, 2017. Photo by Mani Albrecht via Flickr

Bureaucracy and abandonment

Despite its status as an incorporated territory in the United States, discussions about Puerto Rico’s true status and the ongoing debate about its future, whether to be considered a state or attain independence, have not ceased. The only certainty thus far is that Puerto Rican residents are not considered equal to citizens of the U.S. mainland.

The Puerto Rican educational system faces challenges ranging from insufficient investment to talent migration and disparities in educational opportunities. In theory, Puerto Rico has autonomy in managing its resources. However, for many important decisions, authorities find themselves dependent on aid from the federal government.  Due to the implementation of PROMESA, an act passed by the Obama administration in 2016, an unelected Financial Management and Oversight Board makes all decisions about how funding is used in Puerto Rico.  “The FMOB has proposed an array of measures to “shock the system” into growth”.

These measures include but are not limited: to wage controls, reduction in government services, closing public schools, cuts to the University of Puerto Rico, over 100 percent increases in university tuition and other fees, laying off thousands of public employees, furloughing public employees of two days per month, and cuts of 10 percent from pensions of retired workers. Puerto Rico heavily relies on federal funds to maintain and improve the quality of education, and this insufficient investment has led to a lack of resources and deteriorated infrastructure in many schools. For the start of the 2023-2024 school year, it is estimated that 588 out of the 856 functioning schools opened with infrastructure damage, meaning that 69% of schools are still not in optimal conditions to receive students.

The migration of students and educational professionals to the U.S. mainland has been an additional challenge. The pursuit of better economic opportunities on the mainland has resulted in a decrease in school enrollment in Puerto Rico and a loss of talent in the classrooms. This trend negatively impacts schools and, ultimately, the quality of education provided on the island. This is compounded by poor working conditions for educational staff as well as a lack of investment in the professionalization and training of teachers.

The lack of equal educational opportunities is another critical issue. The fact that Puerto Ricans do not have access to the same resources and educational programs as other United States citizens has led to significant disparities in access to quality education, perpetuating inequality. This is evident in the exclusion of standardized test results in Puerto Rico from national compilation. The implementation of federally imposed educational standards and standardized assessments does not always consider the peculiarities of Puerto Rico’s educational system. This can lead to unfair assessments and the imposition of inappropriate measures that do not adapt to the island’s reality. Special education and support for students with disabilities have also faced challenges, such as the lack of resources and trained personnel to provide the necessary support.

Reparation of a fence at the Escuela República del Perú in Puerto Rico, on November 8, 2018. Photo by Ruben Diaz Jr. Via Flickr

The efforts to restore the Education System

The uncertainty surrounding the political status of Puerto Rico has influenced the stability and educational policies and created additional challenges in long-term planning and decision-making. However, in May of this year, the federal administration initiated a program to decentralize the Puerto Rican educational system, which should be viewed as the beginning of sustainable efforts to ensure a dignified education in Puerto Rico. This is in response to the imminent educational crisis affecting Puerto Rico, which must be addressed regardless of the territory’s political future.

The Biden-Harris Administration has played a significant role in supporting Puerto Rico’s education, providing substantial funding through the American Rescue Plan Act and other programs. As stated by the U.S. Department of Education, public school teachers received a 30% salary increase, school repairs were expedited, and technical assistance was provided to improve the management of federal programs and funds. This move towards decentralization is seen as a historic commitment by the government of Puerto Rico to create a 21st-century educational system that better prepares students for the future. So far, $4.9 billion has been allocated to Puerto Rico since taking office. This includes $3 billion from the American Rescue Plan Act and $1.2 billion from the Coronavirus Response and Relief Supplemental Appropriations Act -CRRSA- 2021.

The Future

As challenges in infrastructure, inequality, and quality persist, the future of this education system and its ability to create better opportunities and outcomes for its students is largely dependent on the future stance of the US towards Puerto Rico. The Biden administration has made promises of a better, more equitable relationship between Puerto Rico and the mainland U.S., but it remains to be seen whether those are implemented in practice. According to Chris de Soto, a Senior Advisor of the Office of the US Secretary of Education,

“Following two natural disasters and a global pandemic, it is critical that trust is rebuilt with students and families across the island. The public should be aware of how federal funds are contributing to the educational recovery of their schools and actually see the benefits in classrooms across the island.  While progress has been made, we know there is more work to do.” 

In recent years, US funding to the Puerto Rican education system has increased. In 2022, Puerto Rico’s education system received federal aid funds amounting to $2.62 billion which is five times higher than education funding allocated to Utah, a state with a similar population size, highlighting the US government’s understanding that the Puerto Rican education system is in a more dire situation than the mainland U.S. The key focus remains the prioritization of educational investment in mitigation and contingency plans to strengthen the resilience of the population against the imminent risk of being struck again by natural disasters. Indeed, Puerto Rico’s education system has endured challenges, the reason why the commitment of authorities to a brighter future for the next generations has to remain unwavering.

References