Russia’s Invasion to Ukraine: Who Will Pay the Price for This War?

Mahmud Darwish once wrote about war:

“The war will end. The leaders will shake hands. The old woman will keep waiting for her martyred son. That girl will wait for her beloved husband. And those children will wait for their hero father. I don’t know who sold our homeland But I saw who paid the price.”[1]

Over the years, many countries have been destroyed by war and dictatorship. Many of these countries were developed before war had ruined them; full of culture and advancements, like Syria, Palestine, Libya, Afghanistan, Iraq, Somalia, Yemen, and many more.

The greed and selfishness of dictators and corrupt politicians have caused nothing but loss to these countries. Many innocent lives have been lost; many countries are suffering from poverty as a result of poor governance by oppressive regimes. National infrastructures have collapsed because of wars, while these countries’ environments have also been greatly affected.

 

The Costs of War Project, Watson institute of international and public affairs, Brown University, 2021

 

Ukraine has now joined the train of the countries that have been destroyed by war due to the greed of dictators. Vladimir Putin didn’t only invade a neighbouring sovereign state, but his regime also exercises full censorship regarding the Russian presentation of and discussion on the war. Independent Russian media outlets and journalists who speak out against Putin’s regime and tell stories about Russians suffering under his leadership, are harassed, intimidated, and unlawfully detained. The same treatment is meted out to protestors who oppose Putin and the crimes committed by his regime in Ukraine, such as forcing young Russians to join the armed forces without informing them that they are going to participate in the invasion of Ukraine. All these are textbook examples of the workings of a totalitarian state.

 

How has Ukrainian education been affected by the war?

The impact of the war is clearly visible in the education sector: there is limited access to education due to a shortage of educational materials and poverty. Many educational facilities, such as schools and kindergartens, have been destroyed or damaged due to the war, which endanger the future of children in Ukraine. [2]

UNICEF recently published a report regarding the impact of Russia’s invasion of Ukraine. According to the report, the invasion has left more than 350,000 school children with no access to education, as school infrastructure has been damaged or destroyed. At the same time, the teaching methods Ukrainian teachers were trained to use have often become insufficient in these new circumstances, which also limit children’s access to quality education. This means, that the war has taken away the chances for Ukrainian children to have safe shelter, water, or proper education. [3]

 

Some issues Ukrainian child refugees face in host countries

Many Ukrainians have sought refuge in different countries since the start of the war. There has been a lot of concern for child refugees and how they can be incorporated into school systems in other countries, especially because of language barriers. Despite these challenges, schools in Poland, for example, have approached these issues with a positive attitude and welcomed Ukrainian child refugees trying to help their integration as much as possible. Polish teachers have been providing support for the new Ukrainian students to overcome the language barrier and adapt to the Polish education system[4].

However, not all countries have taken the challenge of this child refugee influx so well. Ukrainian children in the UK are facing significant challenges, as registering and integrating new students with often little or no knowledge of the English language exceeds the capacities of most British schools. Added to this, insufficient funding for the education sector puts UK schools under a lot of pressure, and results in refugee students being turned away [5]

The war’s effects on international students in Ukraine

International students who studied at Ukrainian universities, many of whom came from Africa, South Asia, and the Middle East, also became victims of the war. Many of them were not able to complete their studies and were forced to escape to other countries in the hope that they would be able to come back to Ukraine soon and complete their studies.[6]  Many of these foreign students have actually struggled to find refuge or to flee since they were not Ukrainian citizens and so their cases were handled differently by potential European host countries. Moreover,  at least two foreign students were killed in the early days of the war.  [7]

 

The effect of war on Post-Soviet States and on Russia:

Since Russia’s invasion of Ukraine, citizens of post-Soviet states have been living in fear that Putin’s control will overtake their countries. An example from Azerbaijan is particularly worrying, where the Azerbaijani President, Ilham Aliyev, signed an alliance agreement wit Russia. The 43-point agreement includes an educational and economic alliance which inevitably increases the Putin regime’s influence in Azerbaijan.[8] For example, Russian language is becoming mandatory in educational institutions, more so than it previously was in post-Soviet States.[10]

Lately, Russia’s Ministry of Education has started to spread propaganda via online education in an effort to influence children with ideologies that glorify Putin’s leadership and justify Russia’s invasion of Ukraine by explaining “why the liberation mission in Ukraine was necessary”.[11] There is a high risk that these lessons will contribute to the creation of a generation that supports both the war and Putin’s dictatorship in Russia, which poses a threat to the potential of a future democratic Russian society.

 

Hopefully, the day will come when wars end, and displaced people can return to the homelands where they left their loved ones. Leaders will shake hands to establish peace in the world, but at what cost will this happen when so much damage has been done already? Well, the homeland was sold for sure, and it was its very own people who paid the price.

 

By Zinat Asadova

 

Sources;

  1. “The war will end” Poem by Mahmud Darwish
  2. Save the Children. (2022). Ukraine: Attacks on schools endangering children’s lives and futures. Retrieved from https://www.savethechildren.net/news/ukraine-attacks-schools-endangering-children-s-lives-and-futures
  3. UNICEF Europe & Central Asia Region (ECAR). (2022). Ukraine Situation Report – 24 February 2022 (p. 2). Retrieved from https://www.unicef.org/media/116031/file/Ukraine-Humanitarian-SitRep-24-February-2022.pdf
  4. Deutsche Welle (DW). (2022). Poland fights to give Ukrainian kids access to education [Video]. Retrieved from https://www.dw.com/en/poland-fights-to-give-ukrainian-kids-access-to-education/av-61185207#:~:text=About%202%20million%20Ukrainians%20have,Poland’s%20education%20system%20is%20enormous.
  5. Abrams, F. (2022). Ukraine refugees may struggle to find places in English schools, councils say. The Guardian. Retrieved from https://www.theguardian.com/education/2022/mar/05/ukraine-refugees-may-struggle-to-find-places-in-english-schools-councils-say
  6. Fallon, K. (2022). Foreign students fleeing Russia’s war on Ukraine hope to return. Aljazeera.com. Retrieved from https://www.aljazeera.com/news/2022/3/5/they-told-us-to-go-home-student-recounts-ukraine-war
  7. International education’s continuing response to the war in Ukraine. ICEF Monitor – Market intelligence for international student recruitment. (2022). Retrieved from https://monitor.icef.com/2022/03/international-educations-continuing-response-to-the-war-in-ukraine/
  8. Azərbaycan Respublikası Xarici İşlər Nazirliyi. (2022). No:056/22, Azərbaycan Respublikası Xarici İşlər Nazirliyinin Mətbuat xidməti idarəsinin məlumatı (AZ/RU). Retrieved from https://www.mfa.gov.az/az/news/no05622
  9. President of the Republic of Azerbaijan Ilham Aliyev. (2022). Declaration on allied interaction between the Republic of Azerbaijan and the Russian Federation. Retrieved from https://president.az/en/articles/view/55498
  10. Aliyeva, J. (2022). Azerbaijani president notes importance of Russian language. Report News Agency. Retrieved from https://report.az/en/foreign-politics/azerbaijani-president-notes-importance-of-russian-language/
  11. Russia’s Ministry of Education Official Page on Vkontakte. (2022). An Open lesson “Defenders of Peace” (Открытый урок «Защитники мира») [Video]. https://vk.com/video-30558759_456242419?list=8411aa6de207bc39a2

 

 

 

 

 

 

 

 

 

Submission to the Universal Periodic Review of the United Nations Human Rights Council: Ecuador

This report was drafted by Broken Chalk to contribute to the fourth Universal Periodic Review (UPR) of Ecuador. Broken Chalk is an organization that fights against violations of Human Rights and improving the quality of education around the globe. This report will discuss the main challenges Ecuador faces in regard to Education, what are some issues that could be improved through Education, and finally Broken Chalk will offer some recommendations for Ecuador in the field of Education based on the raised issues.

In the 2017 review, Ecuador received 182 recommendations and supported 162 recommendations relating to legal and general framework of implementation, universal and cross-cutting issues, civil and political rights, economic, social, and cultural rights, women’s rights, and rights of other vulnerable groups and persons.

Ecuador has stated that efforts to guarantee the widest coverage and highest possible quality of education at all levels has been intensified. In fact, between the years 2007 and 2017, net enrolment in basic education increased from 91.4% to 96.1%, and net enrolment rate in upper-secondary school increased from 51.2% to 70.8%. Regarding the gender gap, education for women has risen much faster than for males, therefore the gender gap in schooling has almost been closed. Despite this, there are still improvements to be made, especially in quality of education and accessibility.

By Alejandra Latinez

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Submission to the Universal Periodic Review of the United Nations Human Rights Council: Finland

Broken Chalk is an Amsterdam-based NGO established in 2020 and is focused on raising awareness and minimising human rights violations in the educational field.

Together with our international sponsors and partners, we encourage and support the following activities/projects: removing obstacles in education; contributing to the achievement of peace and tranquillity in the society through adaptation studies in an environment of intercultural tolerance; preventing radicalism and polarisation; and eliminating the opportunity gap in education for all. Our goal is to work together with global partners to remove barriers to access to education and to take concrete steps to ensure universal access to education.

In this 4th Cycle Universal Periodic Review, Broken Chalk will be occupied with reviewing Finland’s challenges and improvements in the educational field. In the 3rd cycle, (September 2017) Finland received 153 recommendations and supported 120 (78% of acceptance).

By Maya Shaw

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Submission to the Universal Periodic Review of the United Nations Human Rights Council: Morocco

Child domestics in Morocco face significant barriers to education before, during, and after working. Denial of the right to education leaves children without the skills and knowledge which they need to find good jobs, to participate fully in society, and to exercise their other rights. For child domestics, who frequently work in isolation, lack of education also means they miss its crucial role in socializing children and exposing them to potential sources of protection from workplace abuses.

By Ntchindi Chilongozi Theu

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41st_Session_UN_UPR_Country_Review_Morocco

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Submission to the Universal Periodic Review of the United Nations Human Rights Council: Bahrain

The right to education is a fundamental pillar of children’s rights. Achieving universal education, however, is a complex process that requires social policy to join with educational policy to develop strategies that bring about change. Bahrain is an island country located in western Asia, which, based on the projections of the latest United Nations data, has a population of about 1,773,831.

By Ntchindi Chilongozi Theu

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Submission to the Universal Periodic Review of the United Nations Human Rights Council: Brazil

This report has been drafted by Broken Chalk to contribute to the fourth Universal Periodic Review (UPR) of Brazil. Since Broken Chalk is an organization aimed at fighting inequalities and improving the quality of Education worldwide, this report will focus on Education. The report brings attention to the main and most outstanding issues that Brazil faces regarding the Right to Education. The report will also track the progress of the promises made by Brazil during the last UPR. In light of the following views, Broken Chalk shall offer Brazil recommendations for the improvement of the educational field.

Drafted by Aniruddh Rajendran
Edited by Olga Ruiz Pilato

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Submission to the Universal Periodic Review of the United Nations Human Rights Council: United Kingdom

Providing education is one of the most important functions of any government and while many countries’ educational systems face greater troubles than the UK’s, it is by no means without its flaws.

There are five stages that encompass the education system in the UK: early years, primary, secondary, Further Education (FE) and Higher Education (HE). Education is compulsory between the ages of 5 (4 in Northern Ireland) and 16. Further Education is not compulsory and covers non-advanced education held at education colleges and HE institutions. The fifth stage, HE, is further study that takes place in universities and other Higher Education Institutions. This article will discuss some of the main problems the UK is facing including its two-tiered education system, major class divide and lack of resources and money in disadvantaged schools.

By Kate Ryan

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Submission to the Universal Periodic Review of the United Nations Human Rights Council: the Netherlands

The past five years since the Netherlands’ previous Universal Periodic Review (UPR) have seen developments in certain areas. There have been concrete actions to protect and fulfil the human right of everyone to education. Concurrently, however, evidence has been gathered of multiple violations of the right within the same timeframe. It is imperative for the Netherlands, as a human rights duty-bearer, to address the different forms of discrimination and marginalisation experienced by vulnerable groups, which hinder their access to education, as well as the multiple other challenges these groups face, whether the challenges are based on socio-economic grounds or otherwise.

Under national and international human rights law, the government of the Netherlands is under an obligation to respect, protect and fulfil the right of every person to education, provide redress for the occurrence of such violations, and prevent them from happening.

By Farai Chikwanha

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Submission to the Universal Periodic Review of the United Nations Human Rights Council: South Africa

Broken Chalk is a non-profit organization with one main goal – To protect human rights in the world of education. The organization started with a website and articles and currently it is working on multiple projects, each aiming to fight human rights violations in the educational sphere. As the UPR is related to human rights violations, inequalities, human trafficking, and other violations, Broken Chalk prepares this article for the fourth cycle and the specific country – South Africa.

During the last cycle, the delegation put forward 243 recommendations, South Africa supported 187 of them, and the rest they noted.1 Section B31 is the one that stands out as it is related to “Equality & non-discrimination” and South Africa supported all of the recommendations given. Some of them are related to the protection of different minorities. Support and education on the LGBTQ communities and attempts on reducing discrimination in the country. The recommendations given in 2017 will help Broken Chalk evaluate the performance of the specific country. This report will give an update on the previous issues related to education, plus recommendations on how to deal with new ones.

By Ivan Evstatiev

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Submission to the Universal Periodic Review of the United Nations Human Rights Council: Philippines

Broken Chalk is a non-profit organization that addresses the respect and enforcement of the right to education. Therefore, it is concerned on how the Philippines has expanded the access to quality education on an equal level across all levels and age groups without discrimination since the conclusion of the Universal Periodic Review’s 3rd Cycle in late 2017. Nearly 24% of the statements made by the 95 delegations during the Working Group’s Interactive Dialogue on 18th July 2017 focused on education and other issues such as the gender gap, discrimination, and human trafficking which affect the access, outputs, and outcomes of education.(1)

From 257 recommendations that these delegations put forward, the Philippines accepted all those concerning education under paragraphs 133.219 – 133.225 of the Working Group’s Report in its Addendum.(2) Thus, the Philippines accepted to prioritise public education in its budgetary expenditure; increase net enrolment for girls in pre-primary and primary education; generate legislation that increases access to quality education for vulnerable learners; and ensure education remains compulsory and free. These serve as a baseline for Broken Chalk to highlight new and persistent issues that impact the right to education within the state and conclude whether they were satisfied by the Government of the Philippines (GPH) whilst calling for actions that address the current trends and issues in a holistic manner.

By Karl Baldacchino 

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