UNIVERSAL PERIODIC REVIEW OF MARSHALL ISLANDS

The following report has been drafted by Broken Chalk as a stakeholder contribution to the fourth cycle of the Universal Periodic Review [UPR] for the Marshall Islands. Broken Chalk’s main objective is to combat educational human rights violations, and the contents of this report and its recommendations will primarily focus on the Right to Education.

The Marshall Islands have a 6-2-4 schooling system, which is compulsory for the first 8 years and is generally completed by the age of 14. i Education is free until secondary Education, and English is the language of instruction. ii

Over the past four years, the government of Marshall has advanced various reforms to improve education quality. The Ministry of Education, Sports, and Training drafted a new educational sector plan for 2021-2023. This report addresses the primary challenges in the education of the Marshall Islands, including improving schools, promoting inclusivity and equality, and enhancing collaboration among educational institutions. iii

The new educational sector plan has adopted several noteworthy projects. The Marshall Islands have chosen to enhance the institutional capacity of early childhood education. To achieve this, the Ministry has evaluated the current capacity of institutions and reinforced existing structures by developing regulatory frameworks, new curricula, and training programs. iv

In addition, the Ministry of Education has strengthened the quality of teachers in primary education, established a multi-track education system to improve chances of entry into college programs, and some learning achievements have been enhanced, as shown bythe MISAT tests (a national test verifying the proficiency of Marshallese students in various subjects). There has been an increase in performance for primary students from 26% in 2013 to 29% in 2023, while secondary students have had lower performances from 17 % in 2013 to 14 % in 2024.v The government also incorporated gender equality and social inclusion into the educational decision-making agenda. vi

While acknowledging these efforts, Broken Chalk deems that the Marshall Islands still face various educational challenges. The most prominent issues concern the impact of climate change on education, the challenges of children with disabilitiesvii, and labour mobility for teachers. viii

Despite new reform initiatives, the Marshall Islands ranks the lowest among the Pacific States regarding climate action and protection.ix Persistent challenges include a high prevalence of diabetes and deafness among children x, which underscores the need for new tailored policy plans. One of the most alarming trends is related to labour mobility, as teachers face difficulties commuting across the country due to its unique geographical configuration. This results in a shortage of available teachers and the presence of micro-classes. xi

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References

i Scholaro Database, ”Education System in Marshall Islands”, accessed 11 February 2025, https://www.scholaro.com/db/countries/marshall-islands/education-system 

ii AACRAO, ” Marshall Islands”, accessed 11 February 2025, https://www.aacrao.org/edge/country/marshall-islands#:~:text=Education,least%2012%20years%20of%20education. 

iii Minister of Education, Sports and Training, Education Sector Plan Republic of the Marshall Islands, 2023, 1. 

iv ibid. 

v Republic of the Marshall Islands Ministry of Education, MIEMIS: Education Statistics, 2023,1. 

vi ibid. 

vii United Nations General Assembly, Human Rights Council Working Group on the Universal Periodic Review Compilation on the Marshall Islands, 2020; United States Department of States, 2022 Country Reports on Human Rights Practices: Marshall Islands, 2022 

viii UNICEF, Country Office Annual Report 2023, Pacific Islands, 2023,1. 

ix Plan International, The 2022 Asia-Pacific Girls Report: Their Fight for the Future, Plan International Asia Pacific, 2022. 

xi Minister of Education, Education Sector Plan. 

 

Featured Photo by aboodi vesakaran on Unsplash

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.