Child Poverty in Tonga

Written by Panashe Marie Louise Mlambo

The Kingdom of Tonga is divided into four island groups and consists of some 170 islands, with only 36 Islands inhabited in the Polynesian Pacific. The four island groups are Tongatapu in the south, Ha’apai in the centre, Vava’u in the north, and Niuatoputapu and Niuafo’ou in the north. The total population stands at 106,170, around 37 per cent of whom are under the age of 15.

i. The country faces numerous issues, one of them being learning poverty, which refers to the inability of children to read and understand a simple text by age 10. To understand why the country faces a large number of children who are under learning poverty, we must look at the socio-economic issues that affect the country.

 

In addition to poverty, The Kingdom of Tonga also has environmental issues, primarily climate issues, due to its coastal location. Like many other Pacific Islands, Tonga is vulnerable to natural disasters, cyclones, and unfortunately, it also has a large number of people who live under the poverty line. In March 2015, at the Third UN World Conference on Disaster Risk Reduction, Tonga was labelled the second most at-risk country in the world due to constantly being threatened by different natural disasters. As a result, many education systems suffer in terms of quality and quantity, leading to poverty and insecurities in learning.

 

Free education and retention issues.

The country has free education for children aged 6 to 14, and education has been compulsory for this age group since 1987; however, after completion of secondary school, many students leave the country to pursue tertiary education in Australia and other countries, which has led to a continuous brain drain and the country’s reliance of remittances.

ii. In addition, the World Bank report, which looked at houses in Tonga, found that to tackle issues in education and the economy, the country needs to find other sources of income.

iii. Despite the strides in making education accessible, the country still faces a large percentage of out-of-school children and non-completion of primary and secondary school. Due to free education only covering up to 14 years and the country’s large number of people living under the poverty line, the dropout rate is higher in upper secondary school. According to UNICEF, in a 2023 study, 2 per cent do not complete primary, 8 per cent do not complete lower secondary school, and 49 per cent do not complete upper secondary.

iv. Gender roles and education

According to the UNICEF education fact sheet,v 62 per cent of the children who do not complete primary education are boys, 57 per cent at the lower secondary level, and 54 per cent at the upper secondary level are boys—further highlighting the glaring issues in gender norms.

 

V. Around the globe, looking at the data collected by Education Monitoring Around the Globe by Broken Chalk, many countries that have a large number of people living below the poverty line have issues with boys retention; many boys in these countries drop out to provide for their families and also get involved in criminal activities, and Tonga is an example of this phenomenon.

 

COL undertook a study on boys’ underachievement in Tonga to investigate factors affecting boys’ participation, performance and learning outcomes in school. The researchers engaged over 450 stakeholders through surveys and interviews with parents, teachers, boys, community members and the Ministry for Education and Training staff.

vi. The researchers found that social norms largely affect the perception of boys, and due to poverty, many boys understand criminal activities and drop out due to responsibilities at home, and many people are unaware of these issues.

Learning Poverty and Social Status

According to UNICEF, 48 per cent of children who have Grade 3 as the highest grade attended have the expected reading skills for that grade, while 26 per cent of children have the expected numeracy skills. The data also shows that children in the bottom wealth quintile have lower numeracy skills compared to children from the richest households in the country.

Socioeconomic status (SES) plays a crucial role in shaping a child’s educational outcomes. Children from lower-SES backgrounds often face multiple disadvantages that impede their academic progress. These disadvantages include limited access to educational resources at home, reduced parental involvement due to time constraints or lower educational attainment of parents, and fewer opportunities for early childhood development.

vii. The home literacy environment, in particular, has been identified as a significant factor influencing children’s literacy skills. Children from lower-SES households typically have fewer books at home and engage less frequently in reading activities with their parents, which can hinder the development of foundational literacy skills.

viiiI. In the kingdom of Tonga, there are two main official languages, English and Tongan, with children from English-speaking homes having more literacy. According to UNICEF, 70 per cent of 7 to 14-year-olds who speak English at home have foundational reading skills; this is higher than children who speak Tongan at home.

ix. Environment issues and effects on education

As mentioned above, the country is highly susceptible to environmental disasters, and in the World Bank report, it was noted that to improve education and retention issues in schools, there is a need for social protection initiatives. The country frequently has to rebuild schools, and education is disrupted due to natural disasters; the country also lacks proper infrastructure, despite the location is often being at risk one, to combat the effects of cyclones and floodings on education and households. It is notable that the country, from 2015 to 2021, initiated social programs which assist families in disasters and is now closer to similar countries, although still lacking.

x. It is, therefore, critical that the government make improvements to improve social programs and infrastructure to bridge the gap between poverty and education.

 

Conclusion

In conclusion, The Kingdom of Tonga must put measures in place to combat learning poverty. The country, from 2015-to 2021, has made strides to combat poverty, but with the new seasons coming disasters on the rise in its region, and the number of children learning poverty increasing, it is dire that the country puts in place digital and other implementations in place to combat learning poverty. One of the reasons for learning about poverty is disruptions in education. By improving the country’s internal issues, the country can have sustainable results in reducing poverty overall.

 

 

Reference List 

1. UNICEF. (2017). Situation analysis of children in Tonga. https://www.unicef.org/pacificislands/media/1251/file/Situation-Analysis-of-Children-Tonga.pdf

2. Morgan, C. (2020, April 23). 8 facts about education in Tonga. The Borgen Project. https://borgenproject.org/8-facts-about-education-in-tonga/

3. World Bank. (2019). Tonga: Education sector report. World Bank Open Knowledge Repository. https://openknowledge.worldbank.org/entities/publication/bee749e0-d3cc-4b7f-aaad-c1278a07ea3f

4. UNICEF. (2023). Tonga factsheet 2023. UNICEF Data. https://data.unicef.org/wp-content/uploads/2023/11/Tonga-factsheet-2023.pdf

5. Commonwealth of Learning. (2022, March 17). Aligning reform strategies for boys’ educational outcomes in Tonga. https://www.col.org/news/aligning-reform-strategies-for-boys-educational-outcomes-in-tonga/

6. World Bank. (2024, October 17). Despite challenges, Tonga making important steps in reducing poverty. https://www.worldbank.org/en/news/press-release/2024/10/17/despite-challenges-tonga-making-important-steps-in-reducing-poverty

i UNICEF. (2017). Situation analysis of children in Tonga. UNICEF. Retrieved from https://www.unicef.org/pacificislands/media/1251/file/Situation-Analysis-of-Children-Tonga.pdf

ii Morgan, C. (2020, April 23). 8 facts about education in Tonga. The Borgen Project. Retrieved from https://borgenproject.org/8-facts-about-education-in-tonga/

iii World Bank. (2019). Tonga: Education sector report. World Bank Open Knowledge Repository. Retrieved from https://openknowledge.worldbank.org/entities/publication/bee749e0-d3cc-4b7f-aaad-c1278a07ea3f

iv UNICEF. (2023). Tonga factsheet 2023. UNICEF Data. Retrieved from https://data.unicef.org/wp-content/uploads/2023/11/Tonga-factsheet-2023.pdf

v https://data.unicef.org/wp-content/uploads/2023/11/Tonga-factsheet-2023.pdf

vi Commonwealth of Learning. (2022, March 17). Aligning reform strategies for boys’ educational outcomes in Tonga. Commonwealth of Learning. Retrieved from https://www.col.org/news/aligning-reform-strategies-for-boys-educational-outcomes-in-tonga/

vii https://pmc.ncbi.nlm.nih.gov/articles/PMC9588575/

viii https://sites.lsa.umich.edu/mje/2023/01/05/the-relationship-between-socioeconomic-status-and-literacy-how-literacy-is-influenced-by-and-influences-ses/

ix https://www.unicef.org/pacificislands/media/1251/file/Situation-Analysis-of-Children-Tonga.pdf

x World Bank. (2024, October 17). Despite challenges, Tonga making important steps in reducing poverty. World Bank. Retrieved from https://www.worldbank.org/en/news/press-release/2024/10/17/despite-challenges-tonga-making-important-steps-in-reducing-poverty

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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Photo by Michelle Ding on Unsplash

References

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

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

Confronting Obstacles: Human Rights and Nuclear Testing in the Marshall Islands

Presented by Caren Thomas and Merve Tiregul

The Marshall Islands has faced significant challenges stemming from nuclear legacies, primarily due to the extensive nuclear testing conducted by the United States during the Cold War. One concrete example is the Bikini Atoll, where the US conducted the Castle Bravo test in 1954.

The Marshall Islands has faced significant challenges stemming from nuclear legacies, primarily due to the extensive nuclear testing conducted by the United States during the Cold War. One concrete example is the Bikini Atoll, where the US conducted the Castle Bravo test in 1954.

The Marshall Islands has engaged in legal initiatives to seek compensation and acknowledgement from the United States for the damages caused by nuclear testing. Non-governmental organisations like the Marshall Islands Nuclear Claims Tribunal were established to seek compensation and acknowledgement from the United States for the damages caused by nuclear testing. While the tribunal stopped functioning in 2011, it nevertheless played a crucial role in holding the United States accountable for its nuclear testing and achieving justice for the affected Marshallese. The tribunal’s major cases include the Enewetak Class Action, Utirik and Rongelap, and Bikini.
The Marshall Islands National Nuclear Commission has prepared an action plan to achieve nuclear justice. With this action plan, they focus on five pillars of nuclear justice: compensation, healthcare, environment, national capacity, and education and awareness. The Commission asserts that only after fulfilling these pillars can the Marshallese and their land heal. They demand compensation for property damage and personal injury, the right to quality healthcare, specifically for cancer, the right to live in a safe environment without exposure to radiation, having the national capacity to detect and monitor radiological threats, and the ability to educate and spread awareness about their nuclear history for future generations. In terms of compensation, the focus is on requesting a resolution from the US Congress and launching a public awareness campaign to address the impact of ongoing nuclear testing. Healthcare goals include ensuring nationwide services for all illnesses, facilitating easy referral to overseas facilities, and enhancing understanding of health trends, radiation impacts, and intergenerational effects. Environment objectives involve raising awareness about radiation exposure and addressing challenges related to the nuclear waste storage facility on Runit Island. For nuclear capacity, the emphasis is on developing national capabilities for monitoring and interpreting nuclear-related research. Lastly, in education and awareness, the Commission aims to empower communities with knowledge and leadership skills to address nuclear testing impacts and ensure future generations possess a strong understanding of nuclear history and the capacity to address challenges.

15A_Input_for_report_on_challenges_to_human_rights_stemming_from_the_Marshall_Islands_nuclear_legacy

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Featured Image “US nuclear weapons test at Bikini Atoll in the Marshall Islands in 1946” by International Campaign to Abolish Nuclear Weapons on Flickr.

1 Blancaflor, S., Escobar, A. (2018). Filipino Cultural Schools Helps Bridge Filipino Americans and their Heritage. Available at: https://www.nbcnews.com/news/asian-america/filipino-cultural-schools-help-bridge-filipino-americans-their-heritage-n924381

2 Ibid.

3 Del Rosario,K.A., Inero Valbuena, A. (2020). Unfolding of Filipino School Leadership Experiences in Doha, Qatar. Asian Journal of University Education, 16(1), pp.97-108. Available at: https://eric.ed.gov/?id=EJ1252260

4 Magante, M. C. (2020). The determinants of migration: Italian regional factors and the relationship with Filipino migrant labour supply. World Journal of Applied Economics, 6(1), 21-39.

5 Republic of the Philippines. (2017). PHL Embassy Promotes Phl Culture, Tourism in Huge ‘Barrio Fiesta‘ in Rome. Available at:https://dfa.gov.ph/dfa-news/news-from-our-foreign-service-postsupdate/12618-phl-embassy-promotes-phl-culture-tourism-in-huge-barrio-fiesta-in-rome

6 Yonaha, Y. (2024). Negotiating Leisure Constraints in the Pandemic: The Case of Migrant Domestic Workers in Hong Kong. Int J Sociol Leis. Available at: https://doi.org/10.1007/s41978-024-00150-8

7 Ibid.

8 Smith, D. M., & Gillin, N. (2021). Filipino nurse migration to the UK: understanding migration choices from an ontological security-seeking perspective. Social Science & Medicine, 276, 113881. Available at: https://www.sciencedirect.com/science/article/abs/pii/S0277953621002136

9 Ibid.

10 Magliveras, S., & Al Qurtuby, S. (2023). Connecting worlds: Filipino and Indonesian sojourns to Saudi Arabia. Asian and Pacific Migration Journal, 32(3), 549-571. Available at: https://doi.org/10.1177/01171968231211075

11 Ibid.

Universal Periodic Review of New Zealand

This report drafted by Broken Chalk contributes to the fourth cycle of the Universal Periodic Review for New Zealand. This report focuses exclusively on human rights issues in New Zealand’s education field.

  • The education system of New Zealand consists of three levels. Early childhood education is from birth to school entry age. Primary and secondary education ranges from 5-19 years of age. Schooling is compulsory from ages 6-16. Once this is completed, students move to higher and vocational education.
  • Early Childhood Education (ECE) is not compulsory; however, it is attended by 96.8% of children. It is important to note that there are different types of ECE services.[i] The kind of learning that the children receive at an ECE service or Kōhanga Reo follows the guidance of the Te Whāriki curriculum framework.
  • The Te Whāriki curriculum framework has two pathways. Te Whāriki a te Kōhanga Reo is an indigenous approach which is deeply rooted in te reo Māori for Te Kōhanga Reo. Te Whāriki Early Childhood Curriculum is a bicultural framework for early childhood services. Both frameworks are distinct and hold equal significance in their respective contexts.[ii]
  • Te Kōhanga Reo entails a Māori immersion environment for tamariki and their whanau. It caters to tamariki from birth to school age.[iii]
  • Education is free in schools across all government-owned and funded grades. This free education is applicable if you are a New Zealand citizen or a permanent resident.
  • In the Māori medium of education, students are taught at least 51% of the education in Māori language. In English-medium schools, students learn te reo Māori as a language subject. The Māori language is also used in English-medium schools for teaching curriculum subjects up to 50% of the time. The English-medium schools follow the New Zealand Curriculum, whereas the Māori-medium schools follow a curriculum based on Māori philosophies.[iv]

By Caren Thomas

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References

[i] Ministry of Education. “Education in New Zealand.” Accessed September 25, 2023. https://www.education.govt.nz/our-work/our-role-and-our-people/education-in-nz/#Early

[ii] Te Whāriki Online. “Te Whāriki Online”. Accessed September 25, 2023. https://tewhariki.tki.org.nz

[iii] Ministry of Education. “For parents and whānau.” Accessed September 25, 2023.  https://parents.education.govt.nz/early-learning/early-childhood-education/different-kinds-of-early-childhood-education/

[iv] Ministry of Education. “Education in New Zealand.” Accessed September 25, 2023. https://www.education.govt.nz/our-work/our-role-and-our-people/education-in-nz/#Early

Cover image by Ronnie Macdonald on Flickr.

Universal Periodic Review of Vanuatu

The following report has been drafted by Broken Chalk as a stakeholder contribution to the Republic of Vanuatu.

  • Vanuatu’s Ministry of Education and Training (MoET) administers and manages the country’s formal education system composed of two years of preschool, six years of primary school, four years of junior secondary education, and three years of senior secondary education. [i] The six years of primary education have been compulsory and universal since 2010. Over 98% of elementary schools are public or government-aided Christian schools. [ii]
  • Vanuatu has significantly raised the share of government expenditure dedicated to education compared to the total government spending. In 2020, 20.98% of the total expenditure was dedicated to education, increasing to 23.76% by 2021. In the progress report for 2021 and 2022, the exact government expenditure still needs to be mentioned. Nevertheless, the report describes progress in the education support program as satisfactory and anticipates that approximately 28% of the total government expenditure will be allocated to the education sector in 2022. This shows Vanuatu’s dedication and commitment to meet domestic educational funding objectives. [iii]
  • Local educational groups encompass Civil Society Organizations (CSOs) and Technical Assistants (TAs) who provide specialised technical knowledge and assistance in educational projects or programs. These actors actively participate in evidence-driven policy discussions and monitor equity and learning outcome efforts to improve educational results. [iv]
  • The multilingual character of the community has a significant impact on education. Bislama, the local pidgin language, is the prevalent means of communication nationwide. Children receive their education in French or English schools with a language policy promoting students to start their early education in their native vernacular before transitioning to French and English. [v]
  • Vanuatu comprises 83 scattered islands, with 64 of them being inhabited. It is considered the most disaster-prone country globally, frequently encountering earthquakes, tsunamis, volcanic eruptions, cyclones, and flooding. This poses unique challenges to ensuring education, educational materials and access to continuous education in emergencies. [vi]
  • With about 50% of Vanuatu’s population being of schooling age, the educational system has considerable influence and responsibility. The primary education sector accommodates most students, making up approximately 59% of the total student population within the education system in any given year, with enrolment rates increasing. Participation levels in pre-school and secondary school are somewhat lower. Although registration has risen recently, many students drop out at the junior secondary level. [vii]
  • Broken Chalk is delighted to see Vanuatu’s dedication to advancing Gender Equity and Inclusion in Education. This commitment is evident through initiatives to increase awareness of Gender-based Violence and foster equitable educational opportunities, particularly by enhancing the participation of girls and women in higher education through the Gender Equity in Education Policy (GEEP) reviewed in August 2018. The policy aims to secure equal opportunities and rights for every individual in education and training, with its overarching objective being to cultivate a proficient and capable human resource pool that can contribute to the nation and the global community. [viii]

By Inja van Soest

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References

[i] GlobalPartnership.org. “Education and Training Sector Strategy (VETSS) for 2020-2030.” GPE Transforming Education, 2020. https://www.globalpartnership.org/content/education-and-training-sector-strategic-plan-2020-2030-vanuatu. (Accessed 12 Sept. 2023) P. 3

[ii] GlobalPartnership.org. “Vanuatu | Where We Work | Global Partnership for Education.” www.globalpartnership.org. GPE Transforming Education, 2020. https://www.globalpartnership.org/where-we-work/vanuatu. (Accessed 12 Sept. 2023)

[iii] GlobalPartnership.org. “GPE 2025 Results Framework for Vanuatu.” GPE Transforming Education, 2022. https://www.globalpartnership.org/content/gpe-2025-results-framework-vanuatu. (Accessed 12 Sept. 2023) P. 1.;    Australian Government Department of Foreign Affairs and Trade, “2021-22 Vanuatu Development Program Progress Report,” Australian Government Department of Foreign Affairs and Trade, 2021.

[iv] GlobalPartnership.org. “GPE 2025 Results Framework for Vanuatu.” GPE Transforming Education, 2022. https://www.globalpartnership.org/content/gpe-2025-results-framework-vanuatu. (Accessed 12 Sept. 2023) P. 2.

[v] GlobalPartnership.org. “Education and Training Sector Strategy (VETSS) for 2020-2030.” GPE Transforming Education, 2020. https://www.globalpartnership.org/content/education-and-training-sector-strategic-plan-2020-2030-vanuatu. (Accessed 12 Sept. 2023) P. 1.

[vi] ibid P. 1

[vii] ibid. P. 3, 8

[viii] Ministry of Education and Training. Reviewed Gender Equity in Education Policy (GEEP) (2018). https://moet.gov.vu/docs/policies/Reviewed%20Gender%20Equity%20in%20Education%20Policy_2018.pdf (Accessed 12 Sept. 2023)

Cover image by Michael Coghlan on Flickr.

Educational challenges in Papua New Guinea

Written by Fenna Eelkema

Introduction

Flag of Papua New Guinea. Kumul Flying high on the 16th of September 2022 across the Southern Cross. Photo by Spencer Wungin on Unsplash

Papua New Guinea is a beautiful country consisting of 600 islands and a population of 10 million. There are more than 800 different languages used in Papua New Guinea, making it one of the world’s most linguistically diverse nations. After being colonised by various countries for 250 years, Papua New Guinea finally gained independence in 1975. Since gaining this independence, Papua New Guinea has been on a quest to provide accessible and quality education for its children. Despite these efforts, Papua New Guinea still faces educational challenges, such as a low literacy rate, a high drop-out rate, and a teacher shortage. Additionally, school is not accessible to all children due to financial, health, or geographical reasons.

Education in Papua New Guinea

In Papua New Guinea, the journey towards providing accessible and quality education has undergone several transformations over the past fifty years. In 1973, a significant milestone was achieved with the establishment of the first national unified education system. This system adopted the structure of 6+4+2, wherein students completed six years in primary school, four years in high school, and lastly, two years in either a national high school or directly entering colleges. Despite its intentions, this rigid system limited students’ autonomy over their learning, and the education sector still fell short of achieving wanted goals.

In the 1990s, Papua New Guinea established a new educational system in response to the need for change. The structure was changed to 3+6+4, with three years in elementary school, six years in primary school, and four years in secondary school. This shift aimed to implement an outcomes-based curriculum designed to align education with desired learning objectives. However, challenges persisted, and this education system struggled to meet wanted goals.

Therefore in 2021, there was another transformation; the new 1+6+6 structure was introduced, outlining a curriculum that begins with one year of Early Child Education and Development, followed by six years of primary education and an additional six years of secondary education. A distinctive feature of this structure is adopting a standards-based curriculum, outlining precise learning benchmarks for students and providing educators with clear guidelines for teaching and assessment strategies. Hopefully, this new structure will help improve Papua New Guinea’s education for all children.

Low literacy rate

The low literacy rate in Papua New Guinea has been a concern for a long time; while there has been some improvement over the last two decades, still more than three million people are illiterate. In 2000, the literacy rate was 57 per cent; in 2010, it was 61%; and in 2015, it was 63 per cent. The combination of linguistic diversity and insufficient resources has contributed to this long-standing problem.

The high dropout rates are another reason for the low literacy rate. Around a quarter of children aged 6 to 18 are out of school, and the rate of primary school students transitioning into lower secondary school is only 56%. Economic pressure/poverty, family responsibility, or inaccessible schools are some factors that lead students to drop out.

To hopefully lower the drop-out rate, some high schools have started using the FODE (Flexible Open Distance Education) concept, which allows students to pursue their education beyond the confines of the conventional classroom setting with flexibility; students are allowed to study at their own pace within their communities, liberating them from the limitations of urban centres. This program has seen promising results, with over 80,000 students returning to education.

Remember: there is always something to smile about in the world. Photo by Vika Jordanov on Unsplash

Quality education in remote areas

Papua New Guinea’s unique geography and many remote areas make providing quality education to these hard-to-reach regions hard. The key to quality education is quality teachers. Unfortunately, there is a teacher shortage in all of Papua New Guinea; this shortage is so dire that it has even led to instances where children were left without a school to attend. In 2016, approximately 10,000 teaching positions were vacant, with the majority of these vacancies being in remote areas. Drawing teachers to these remote areas has proven to be a considerable struggle. While initiatives like ‘remote school allowances’ and scholarships have been established to encourage teachers to work in these remote regions, poor motivation and reluctance to work in these areas have contributed to persistent teacher shortages. There are also reports of teachers who were entitled to these allowances but did not receive them; this discouraged some teachers from doing their best work.

Many teachers have also not been receiving in-service training. This is due to a lack of funding. The government has been relying on donors to finance, but the budget is inadequate. Furthermore, there are no structures or regular training posts to support teachers in schools. Now that the educational system is transforming into the 1+6+6 standards-based curriculum, it is imperative that teachers receive the proper training to implement the curriculum accordingly.

Financial problems are another reason why there are issues in remote areas. Families in poor, remote areas often cannot afford school fees, which can amount to more than half of their earnings. While some school fees were abolished by the national government in 1993, schools continue to charge some fees, leading to a financial barrier that hinders equitable access to education. Additionally, sizeable towns in urban areas usually have local secondary schools, whereas students in remote areas often rely on provincial boarding schools; sending your child to a boarding school typically costs more money, which puts the families at an even more significant setback.

Poverty and Health Care

Many children in Papua New Guinea are dealing with health-related challenges. Some of these health challenges stem from poverty, disproportionately affecting remote and rural areas where 85 per cent of the population lives.

One of the health challenges is that the immunisation coverage in Papua New Guinea has been stuck around 60 per cent for nearly ten years. This places children at unnecessary risk of preventable diseases that could be controlled through vaccinations. Additionally, for many individuals, it is hard to access clean sanitation and safe drinking water; this makes it hard always to practice good hygiene leading to contagious diseases easily spread among children.

Malnutrition is another health issue in Papua New Guinea, the underlying cause of almost half of all under-five deaths. Nearly half of all the children aged 6 to 59 months (5 years) suffer from stunted growth, indicating chronic undernutrition during critical developmental periods. Stunting not only endangers a child’s chance of survival but is also harmful to a child’s general health and cognitive growth, which could lead to long-lasting negative consequences.

Another issue is that, for many people, healthcare facilities are not easily accessible. The ratio of doctors to people is one doctor for every 17,068 people, compared to, for instance, Australia, where the ratio is one doctor for every 302 people. Additionally, 90% of the doctors are based in urban areas, whereas 85% of the population lives in rural areas, leaving these rural areas with even fewer doctors. Children often reside hours away from the nearest health clinic, facing difficult journeys on foot, by boat, or by unreliable local transportation. This lack of accessibility worsens children’s difficulties obtaining crucial medical care and other treatments.

Because of its geographical location, Papua New Guinea is frequently subjected to natural disasters such as earthquakes, volcanic eruptions, floods, landslides, tsunamis, and cyclones. These events threaten people’s health, disrupt healthcare services, and increase existing vulnerabilities.

To address these health challenges, Papua New Guinea must focus on improving general health care, raising immunisation coverage, promoting better nutrition, improving healthcare accessibility, and strengthening disaster preparedness. By doing so, Papua New Guinea can make significant steps toward ensuring a healthier and more promising future for its children.

Conclusion

To conclude, Papua New Guinea’s educational landscape is marked by progress and persistent challenges. The educational system has undergone many changes, from a rigid structure to an outcomes-based approach. The recent adoption of the 1+6+6 structure shows promise for a more successful curriculum. Still, challenges in teacher training remain, which may impact the outcome of this new curriculum.

Low literacy rates and high dropout rates continue to hinder progress. Initiatives like Flexible Open Distance Education (FODE) have shown potential in addressing dropout rates, but more needs to be done to ensure every child has an opportunity to learn.

The shortage of qualified teachers, particularly in remote areas, presents a significant obstacle because quality education can only happen with quality teachers. Efforts to attract teachers to these regions have been somewhat effective but not wholly successful.

Financial barriers, health issues, and insufficient access to healthcare have added to the challenge. Addressing these challenges is crucial for ensuring a healthier and more successful learning environment for children.

Papua New Guinea has made significant progress in providing accessible and quality education. Although there is still a long road ahead, the nation can create s brighter future for its children by putting in the effort and working with various organisations.

Sources

Universal Periodic Review of Tuvalu

  • Broken Chalk drafted this report to contribute to Tuvalu’s Universal Periodic Review (UPR). This report discusses the main challenges Tuvalu faces regarding Education and issues which could be enhanced through Finally, Broken Chalk will offer recommendations for Tuvalu in the field of Education based on the problems raised.
  • Tuvalu is a small island nation in the Pacific Ocean, with a population of about 11,000. Education in Tuvalu is compulsory for children between the ages of 6 and 15, and the government provides free education at all levels; the education system is based on the British system. Thprimaryin language of instruction is Tuvaluan, with English as a second language. There are four primary schools and one secondary school in the country. The secondary school is Motufoua Secondary School, located on the island of Vaitupu. Students who complete their secondary education in Tuvalu can enrol at universities in other countries to continue their studies.[i]
  • Although education is free, there are difficulties in providing quality education in Tuvalu due to limited resources, the remoteness of some of the islands, and an additional set of problems that will be addressed below. In addition, the country has limited funds for education, and there need to be more qualified teachers, especially in rural areas. This has led to a high student-teacher ratio, biased teaching materials, and technology access. However, the government has invested in education to improve its quality and increase education access for all Tuvalu citizens.[ii]
  • Despite the challenges faced by the country, there have been some positive developments in the education sector in Tuvalu in recent years. With the support of international organisations, such as the United Nations Development Programme, the government has worked to improve access to education by building new schools, increasing the number of scholarships available for students abroad, and focusing on improving the quality of education. Regarding results, the literacy rate for children in Tuvalu is about 99%, higher than the regional average for Pacific islands. However, the quality of education still needs to improve, with many students needing help to achieve basic literacy and numeracy skills. There is also a high drop-out rate, especially among girls, which limits their opportunities for further education and employment.[iii]

by Chiara Tomatis

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44th_Session_UN-UPR_Country_Review_Tuvalu

[i] Ministry of Finance Government of Tuvalu

[ii] Ministry of Finance Government of Tuvalu

[iii] Ministry of Finance Government of Tuvalu

Cover image by InVitrio on Wikimedia Commons.

Universal Periodic Review of Tonga

  • This report was drafted by Broken Chalk to contribute to the fourth Universal Periodic Review (UPR) of Tonga. Broken Chalk is an Amsterdam-based NGO focused on human rights violations in the field of education. Since Broken Chalk is an organization fighting inequalities and improving the quality of education worldwide, this report focuses on human rights, especially with regard to education.
  • This report first explores the context of Education in Tonga. Secondly, it brings the attention to the main issues this country is currently facing regarding the Right to Education. Finally, Broken Chalk offers a few recommendations to Tonga to further improve this specific field.
  • In the last UPR cycle of January 2018, Tonga received 110 recommendations, out of which it accepted 52 at the adoption of its UPR outcome at Human Rights Council. Out of these recommendations 4%, were linked to the 4th goal of the Sustainable Development Goals (SDG), namely ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.[i]

[i]“OHCHR | Universal Periodic Review – Tonga.” OHCHR | Universal Periodic Review – Tonga

By Serena Bassi

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43rd_Session_UN-UPR_Country_Review_Tonga

Cover image by Nick Thompson on Flickr.

Cover image from https://node01.flagstat.net/media/image/2040r.jpg