current-issues -

The Role of EdTech Startups in Transforming Education in Egypt

Written by Iasmina Stoian

Education in Egypt has long faced numerous challenges, including overcrowded classrooms, insufficient resources, and outdated curricula. For decades, these obstacles have limited the quality and accessibility of education for students across the country, particularly in rural areas. In recent years, however, the rise of educational technology (EdTech) startups has begun to change the face of education in Egypt. These innovative companies are leveraging technology to address the systemic issues within the Egyptian education system, offering new opportunities for both students and educators. This article explores the transformative role of EdTech startups in Egypt and their potential to reshape the future of education in the country.

The Need for Innovation in Egyptian Education

The Egyptian education system has historically been marked by its rigidity, with an over-reliance on rote memorization and high-stakes testing. Students often lack access to critical thinking, creativity, and problem-solving skills—skills that are increasingly in demand in the global workforce. Furthermore, a significant urban-rural divide exacerbates educational inequality, with students in rural areas facing even greater challenges in accessing quality education.

The COVID-19 pandemic highlighted these pre-existing issues while also introducing new challenges. With schools closing for extended periods, millions of students were left without access to education due to the lack of digital infrastructure and resources. The crisis underscored the urgent need for innovation in education and the potential of technology to provide solutions.

The Rise of EdTech Startups

In response to these challenges, Egypt has seen a surge in the number of EdTech startups in recent years. These startups are developing innovative platforms, tools, and applications designed to make education more accessible, engaging, and effective for students across the country. The growing demand for online learning during the pandemic acted as a catalyst for many of these ventures, but their impact is expected to extend far beyond the immediate crisis.

EdTech startups in Egypt are tackling a wide range of educational needs, from early childhood learning to university-level education and vocational training. They are focusing on diverse areas, including online tutoring, interactive learning platforms, gamification, and adaptive learning technologies. These companies are not only addressing the issues of accessibility and quality but also working to modernize and digitize the traditional education system.

Key Areas of Transformation

One of the most significant contributions of EdTech startups in Egypt is the promotion of personalized learning. Traditional classrooms often fail to cater to the individual needs of students, as teachers are required to manage large groups with varying levels of ability. EdTech solutions, however, allow students to learn at their own pace, accessing resources tailored to their learning styles and needs.

Platforms like Almentor and Kiwa Academy offer online courses in various subjects, enabling students to select the areas in which they need more support. By providing a more flexible and personalized approach, EdTech companies are helping students to better understand complex concepts, retain information, and develop independent learning habits.

Another crucial area where EdTech startups are making a difference is in bridging the gap between urban and rural education. In Egypt, students in rural areas often have limited access to qualified teachers, modern resources, and extracurricular activities. This has led to a significant disparity in educational outcomes between rural and urban students. Through digital platforms, EdTech startups are making quality education accessible to students in remote areas. For example, Nafham, an Egyptian EdTech platform, provides free educational content aligned with the national curriculum, allowing students across the country to access lessons regardless of their location. The platform also includes interactive features like quizzes and video tutorials, making learning more engaging and effective.

In addition to student-focused initiatives, some EdTech startups in Egypt are also working to enhance teacher training and professional development. The traditional education system often overlooks the need for continuous teacher training, leaving educators ill-equipped to manage the changing demands of the modern classroom. EdTech startups such as Classera provide teacher training programs that help educators develop digital literacy and integrate technology into their teaching methods. By empowering teachers with new tools and skills, these startups are improving the overall quality of education and ensuring that teachers can provide students with a more engaging and interactive learning experience.

The Egyptian education system has traditionally placed a heavy emphasis on academic learning, often at the expense of vocational training and lifelong learning opportunities. EdTech startups are addressing this gap by providing platforms that cater to non-traditional learners, including those seeking vocational training or professional development.

For instance, platforms like Udemy and SkillAcademy offer courses in various vocational fields, enabling learners to acquire skills that are directly applicable to the job market. These platforms are particularly valuable in a country like Egypt, where unemployment rates are high, and many young people are seeking opportunities to enhance their employability through skills-based learning.

Challenges and Opportunities

Despite the significant progress made by EdTech startups in Egypt, challenges remain. One of the primary obstacles is the lack of digital infrastructure in many parts of the country. While EdTech platforms can reach students in remote areas, they still require a reliable internet connection and access to devices, both of which are limited in many rural regions. Additionally, there is a need for greater collaboration between EdTech companies and the government to ensure that technological solutions are integrated into the national education system in a sustainable and equitable manner.

However, the opportunities for growth are immense. Egypt’s young and tech-savvy population is increasingly open to adopting new technologies, and the government has shown a growing interest in supporting digital education initiatives. By fostering an ecosystem that supports innovation and collaboration, Egypt has the potential to become a regional leader in EdTech, with startups playing a pivotal role in transforming education for future generations.

Conclusion

The rise of EdTech startups in Egypt represents a promising step toward addressing the longstanding challenges of the country’s education system. Through personalized learning, improved access to resources, enhanced teacher training, and innovative teaching methods, these startups are reshaping how students learn and how educators teach. While challenges remain, the transformative potential of EdTech is undeniable, offering hope for a more inclusive, accessible, and effective education system in Egypt. As these startups continue to grow and evolve, they are poised to play a critical role in the future of education in the country.

Keywords: Egypt, education, personalized learning, online learning platforms, digital education, vocational training, teacher, innovation

References:

AU Startups. “12 EdTech Startups Transforming Education across North Africa to Watch.” AU Startups, September 8, 2023. https://au-startups.com/2023/09/08/12-edtech-startups-transforming-education-across-north-africa-to-watch/ausjobs/.

Magnitt. “EdTech Startups in Egypt.” Magnitt. Accessed May 12, 2025. https://magnitt.com/en-eg/startups/edtech.

UNESCO. “UNESCO Celebrates Egypt’s Achievements in Digital Technology and Innovation in Education.” UNESCO, February 16, 2023. https://www.unesco.org/en/articles/unesco-celebrates-egypts-achievements-digital-technology-and-innovation-education.

Halo Lab. “TOP 15 promising EdTech startups to follow in 2024.” Halo Lab Blog, April 20, 2023. https://www.halo-lab.com/blog/edtech-startups.

Kozma, Robert B. Technology, Economic Development, and Educational Reform: Global Changes and an Egyptian Response. OECD/CERI International Case Study Project. Paris: Organisation for Economic Co-operation and Development, 2005. https://www.academia.edu/download/62234764/kozma_egyptian_report.pdf.

Ewiss, Mohamed Zaki. “Empowering the Egyptian’s Education in the Era of COVID-19.” ResearchGate, 2020. https://www.researchgate.net/profile/Mohamed-Zaki-Ewiss/publication/346589333_Empowering_the_Egyptian’s_Education_in_the_Era_of_Covid-19/links/5fc8c535a6fdcc697bd858d5/Empowering-the-Egyptians-Education-in-the-Era-of-Covid-19.pdf.

El-Masry, Nermine. “The Future of Educational Technology in Egypt: Prospects and Challenges.” Egyptian Journal of Educational Technology, vol. 31, no. 3 (2021): 125–144. https://journals.ekb.eg/article_316740.html.

The Impact of the Humanitarian Crisis in Gaza on Educational Rights

Written by Alessia Bruni

The humanitarian crisis in Gaza continues to disrupt the lives of many residents severely, specifically affecting the educational rights of Palestinian children. The right to education is a fundamental right that all children should enjoy, however, for many children and students living in the Gaza Strip, school has been inaccessible due to the damage to their infrastructure and the threat of violence. The crisis disrupts the children’s ability to gain quality education, creating long-term obstacles.

The Crisis in Gaza

Recent reports calculate that over 625,000 children in Gaza, including 300,00 enrolled in the United Nations Relief and Works Agency, schools have been directly impacted by the ongoing humanitarian crisis. (United Nations Relief Works Agency 2024) These families and their children live in a constant state of fear due to the ongoing threats of violence by military operations, and this causes a lack of access to essential services, with education being the most predominant. Many of the schools that allow access to education have been destroyed or damaged by airstrikes at an alarming rate of 90%, leaving families to be displaced. (Rose and Sayed 2024) Our normalcy of everyday life is easily sustainable, whereas, for Palestinian children, normalcy is impossible to sustain. Having to rebuild the educational system will leave the children losing either 2 years of education in case a ceasefire was to be drawn, and if not, an alarming 5 years of education could be lost. (Rose and Sayed 2024)

Destruction of Infrastructure

The humanitarian crisis in Gaza is not only reflected in the multitude of deaths of children but also extends to the fate of the children who do survive but are left with the aftereffects of the destruction, leaving their opportunities, specifically educational opportunities, in jeopardy. The Education Cluster deployed a satellite-derived damage assessment in the Gaza Strip to assess the damage to infrastructure and educational facilities. The results of the satellite images revealed that hundreds of the buildings were destroyed. To further highlight these atrocities, under International Humanitarian Law, any direct attack against a school is constituted as a violation, specifically regarding children in conflict. (Inger Ashing, Sherif, and Egeland 2024) This highlights the severity of the lives and educational opportunities of Palestinian children.

The extent of the destruction underscores the lasting and devastating impact on educational access for current and future generations. The significant damage to these schools places educational opportunities in a state of crisis; once hostilities cease, children may find themselves without any schools to attend. Furthermore, rebuilding the infrastructure could take years or may even prove impossible. (United Nations 2024) The destruction of school facilities not only postpones formal education but deprives children of a safe learning environment. Schools are vital for fostering social skills and supporting emotional and educational development. (UN Office of the High Commissioner for Human Rights 2024) The absence of adequate infrastructure has forced students into temporary shelters, where they face numerous challenges, including overcrowding, interruptions, and limited support and resources. (Hinnawi 2024)

The Psychological Damage on the Children and Educators

It is important to draw attention to the significant psychological impact of the humanitarian crisis on Gaza’s children. It is calculated that over 1.2 million children live in a constant state where their safety is compromised due to threats or violence, this creates effects that are lasting to their well-being. (Hinnawi 2024) The impact of the crisis has left nearly all children in the Gaza Strip to require mental health support due to the atrocities and the lasting trauma due to the multitude of loss of their friends, homes, schools, and family. (Rose and Sayed 2024)

“Education has been under relentless attack in Gaza and the West Bank, with hundreds of thousands of children deprived of their right to education, tens of thousands of teachers having lost their jobs, and hundreds of schools in the Gaza Strip totally or partially destroyed” (Education International 2024) The ongoing conflict continues to disrupt the lives of the children with ongoing trauma, contributing to the ability of the children to engage in educational opportunities meaningfully. Furthermore, many of the educators face the same trauma that the children of Gaza experience while having to work under strenuous conditions to provide education. This creates a disruptive cycle of learning as both the educators and students are subjected to severe psychological trauma due to the ongoing trauma and instability. (Graham-Harrison and Mousa 2023)

The Generational Impact

The long-term implications of the current crisis in Gaza on education are profound, leaving many students without access to schooling now and potentially in the future if conditions do not improve. The loss of education raises the alarming prospect of a “lost generation,” as prolonged school absences deprive children of the essential skills and knowledge needed for meaningful economic and social contributions. (Rose and Sayed 2024) Education offers a vital pathway for children to improve their circumstances and provides individuals from impoverished backgrounds a chance to break free from their limitations and establish stability. The erosion of educational opportunities not only jeprodises the future of these children but also threatens the overall future of Palestinian society. (Ali 2024)

The degradation of educational opportunities in Gaza has far-reaching implications that extend beyond academic knowledge, encompassing the essential values and aspirations that a school environment fosters. Interviews conducted by aid workers have revealed that many children in Gaza are grappling with fundamental questions regarding the concepts of equality and human rights. (United Nations Relief Works Agency 2024) These inquiries arise from the stark contradiction between these ideals and the pervasive violence and trauma they endure. If ongoing loss of hope, intervention, and values persists, it may rise to significant social challenges in the future. (UN Office of the High Commissioner for Human Rights 2024)

The Role of International Aid

International organisations and governments must prioritise the right to education in their response to the ongoing crisis, particularly through the provision of humanitarian aid. The United Nations Relief and Works Agency (UNRWA) has taken significant steps to address this issue by calling for an immediate ceasefire and urging international organisations to increase funding for their “Education in Emergencies” program. This initiative provides non-formal education, mental health support, and temporary learning spaces. (United Nations Relief Works Agency 2024) A commitment to educational recovery is essential to safeguard the future of children in Gaza. This commitment should encompass measures that ensure safe learning environments during emergencies and humanitarian crises. This will help foster hope and stability for Palestinian youth. (Hinnawi 2024)

Conclusion

The humanitarian crisis in Gaza underscores the profound disruptions to both educational opportunities and humanitarian rights, leading to enduring and detrimental effects on physical infrastructure and mental health. Immediate intervention and assistance are essential, as the cycle of trauma and interrupted education is likely to escalate, resulting in long-term repercussions for the Palestinian children and the wider community. Education is a fundamental human right, and by prioritising aid initiatives, the international community has a critical opportunity to alleviate the impacts of the current crisis. Restoring educational access can provide the children of Gaza with a sense of normalcy, hope, and stability, which is crucial for both their present circumstances and future prospects.

References

Ali, Eman Alhaj. 2024. “In Gaza, education is resistance.” Al Jazeera, August 12, 2024. https://www.aljazeera.com/opinions/2024/8/12/in-gaza-education-is-resistance.

Education International. 2024. “War and trauma: Addressing mental health in Palestine.” Education International, July 8, 2024. https://www.ei-ie.org/en/item/28781:war-and-trauma-addressing-mental-health-in-palestine.

Graham-Harrison, Emma, and Aseel Mousa. 2023. “War’s toll on education in Gaza casts shadow over children’s future.” the Guardian, December 18, 2023. https://www.theguardian.com/world/2023/dec/18/wars-toll-on-education-in-gaza-casts-shadow-over-childrens-future.

Hinnawi, Mohammed. 2024. “UNRWA Education activities in Gaza.” UNRWA EDUCATION RESPONSE IN GAZA, June 2024. https://www.unrwa.org/sites/default/files/content/resources/education_response_in_gaza_graphic_brief.pdf

Inger Ashing, Inger, Yasmine Sherif, and Jan Egeland. 2024. “Education Under Attack in Gaza, With Nearly 90% of School Buildings Damaged or Destroyed.” Save The Children, April 16, 2024. https://www.savethechildren.net/blog/education-under-attack-gaza-nearly-90-school-buildings-damaged-or-destroyed.

Rose, Pauline, and Yusuf Sayed. 2024. “Palestinian Education ‘under Attack’, Leaving a Generation Close to Losing Hope, Study Warns.” University of Cambridge. September 25, 2024. https://www.cam.ac.uk/research/news/palestinian-education-under-attack-leaving-a-generation-close-to-losing-hope-study-warns.

United Nations. 2024. “UN experts deeply concerned over ‘scholasticide’ in Gaza.” UN experts deeply concerned over ‘scholasticide’ in Gaza OHCHR, April 18, 2024. https://www.ohchr.org/en/press-releases/2024/04/un-experts-deeply-concerned-over-scholasticide-gaza.

United Nations Relief Works Agency. 2024. “Education Under Attack.” Education Under Attack UNWRA, September 9, 2024. https://www.unrwa.org/newsroom/photos/education-under-attack.

UN Office of the High Commissioner for Human Rights. 2024. “UN Human Rights Office – OPT: The UN Human Rights Office condemns Israeli Defense Force’s Strike on Al Tabae’en School in Gaza City – occupied Palestinian territory.” ReliefWeb, August 10, 2024. https://reliefweb.int/report/occupied-palestinian-territory/un-human-rights-office-opt-un-human-rights-office-condemns-israeli-defense-forces-strike-al-tabaeen-school-gaza-city?_gl=1*1gb7d68*_ga*MTczOTcwNTI5NC4xNzE3NTA5ODY5*_ga_E60ZNX2F68*MTcyMzU1MDMzNi4yMi4xLjE3MjM1NTAzMzguNTguMC4w.

Cover Image by Honsy Salah, Gaza, Palestine, 2011, photograph, Pixabay, https://pixabay.com/photos/gaza-palestine-poverty-child-boy-6782232/

Conflict Israel-Gaza current issues Gaza

Governmental Policies For Education In Bolivia

Written by Pedro Fonseca

Introduction

One of the particularities when analysing the Plurinational State of Bolivia is the state configuration that reflects the cultural, ethnic, and linguistic diversity of the country. This recognition and coexistence of multiple indigenous nations within Bolivian territory creates a series of specific challenges in the formulation of public policies.

The fundamental principle guiding these particularities is the decolonisation and plurinationality of the Bolivian State. While decolonisation seeks to break away from colonial structures, which are the institutions, laws, and practices imposed during the colonial period and which continued to marginalise indigenous populations even after the country’s independence. Plurinationality refers to the recognition by the state of the equality and sovereignty of all indigenous nations and peoples within the country, rejecting the idea that the state should be homogeneous. (Estado Plurinacional de Bolivia, 2009, Article 9).

The Bolivian constitution, based on the principles of decolonisation and plurinationality, acknowledges the ethnic and cultural diversity of 36 indigenous nations and peoples1, as well as other ethnic groups, thereby ensuring that the cultures of these nations are protected by the State (Estado Plurinacional de Bolivia, 2009, Articles 5, 30). Furthermore, the Bolivian constitution guarantees the self-management of indigenous peoples in their territories and the practice of their norms and customs (Estado Plurinacional de Bolivia, 2009, Articles 2).

These rights are reflected in an educational plan that seeks to respect and promote the country’s cultural and linguistic diversity. Consequently, Bolivian education is guided by interculturality and bilingualism, promoting instruction in both Spanish and indigenous languages.

However, it is important to emphasise that this context is relatively recent. The current Bolivian constitution was approved in 2009 amidst significant changes in Bolivian society, including the election of Evo Morales as president, the first indigenous person to be elected to the executive office in the country’s history. Indeed, when examining Bolivia’s political precedents, one observes a country marked by significant political instability and profound social inequalities. It is worth noting that Bolivia has experienced more than 190 attempted coups d’état since its independence in 1825.

This article aims to present educational policies put in place throughout Bolivian history and compile data that showcase the results of these measures.

Evolution of Bolivian Educational Policies

Education Code of 1955

Bolivian education in the mid-20th century was characterised by its centralisation, with low coverage in rural areas and high dropout rates. During this period, the main government policy was the 1955 Education Code, also known as Code 55.

Through this decree, the government expanded education to rural areas, which until then had been restricted to small sectors of society (IIPP, 2023, p.56). Additionally, the Education Code and the Teacher Classification Law were enacted, creating a better structure and organisation for school administration. Among these structures was the creation of the Ministry of Education (IIPP, 2023, p.56).

Code 55 aimed to create a uniform structure for the Bolivian educational system, with the goal of enabling better planning and implementation of public education policies (Suarez, 1986). To this end, approximately 23% of the country’s general budget was allocated to education (IIPP, 2023, p.59).

Despite the efforts, the results achieved by the 1955 Education Code were far from those projected (IIPP, 2023, p.61). The formulation of Code 55 was carried out by a non-indigenous and urban elite. In other words, the project lacked historical adherence, as most of the population was composed of indigenous peoples living in rural areas.

Educational Reform Program (1994)

The 1994 Education Reform sought to deepen the specifically educational character of the 1955 Education Code (IIPP, 2023, p.74). Two points stand out in the 1994 Education Reform. First, Educación Intercultural Bilingüe (EIB), a demand of indigenous peoples since the 1980s and considered an “instrument of liberation” (Arispe, 2020). The EIB was implemented in 1988 with the financial and technical support of UNICEF through an agreement with the Ministry of Education (IIPP, 2023, p.80). The second point was the expansion of teacher training centers in the country, amplifying professional development for educators.

As a result of the reforms, data from the Instituto de Investigaciones Pedagógicas Plurinacional show that in 2004, the school enrolment rate increased by 60% at the initial level, 34.5% at the primary level, and 94.8% at the secondary level. In addition, the number of school units increased from 12,000 in 1997 to more than 13,000 in 2004. The same happened with the number of educational units, which reached nearly 15,000 (IIPP, 2023, p.79).

Despite its importance, Educación Intercultural Bilingüe (EIB) has been criticised for the way it was conducted. The main argument is that it consists of disseminating teaching and “official knowledge” through native indigenous languages (IIPP, 2023, p.82).

Education Law No. 70 “Avelino Siñani-Elizardo Pérez” (2010)

During a period of political and economic instability at the beginning of the century, Bolivia saw the emergence of Evo Morales, a union and indigenous leader, as the main figure in the 2005 presidential race. Elected with more than half of the total votes, Evo Morales implemented a series of structural reforms in Bolivia, nationalising gas, one of the country’s main commodities, and enacting a constitutional reform that established the Plurinational State of Bolivia.

In education, the main policy was the implementation of Law No. 70 “Avelino Siñani-Elizardo Pérez”, which aimed to promote intercultural and bilingual education, decolonise the curriculum—replacing the traditional curriculum, which often marginalised indigenous knowledge, with one that incorporates local cultural knowledge and practices—and reinforce community participation, aiming to increase the involvement of communities and local authorities in school management and educational decision-making (Estado Plurinacional de Bolivia, 2010).

It is worth noting that, in addition to the Avelino Siñani-Elizardo Pérez Law, a series of other educational policies were formulated. According to the IIPP, Bolivian educational policy consists of a set of goods, services, and transfers that states mobilise to guarantee the right to education (UNESCO-IIPP, 2024). The table below highlights some of the current policies in place.

Table 1. Policies according to focus of intervention.

Current policies	Responsible agency
Bono Juancito Pinto	Ministerio de Educación, Deportes y Culturas
Programa Nacional de Alimentación Complementaria Escolar (PNACE 2015-2020)	Ministerio de Educación, Deportes y Culturas
Programa de Formación Complementaria para Maestras y Maestros en Ejercicio (PROFOCOM)	Ministerio de Educación, Deportes y Culturas
Programa Nacional de Alfabetización Yo Sí puedo	Ministerio de Educación, Deportes y Culturas
Programa Nacional de Post Alfabetización	Ministerio de Educación, Deportes y Culturas
Programa Centros de Apoyo Integral Pedagógico (CAIP)	Ministerio de Educación, Deportes y Culturas
Centros de Apoyo Integral Pedagógico – Aula Hospitalaria	Ministerio de Educación, Deportes y Culturas

Source: UNESCO (2024)

Conclusion

The results of the implemented policies have led to increased access to education and higher attendance rates among students. Data from the 2021 National Voluntary Report (UDAPE) show that, between 2015-2019, the attendance rate of the school-age population (4-17 years old) rose from 86% to 90.8%. The most significant increase in attendance rates was observed at the initial level, which rose from 36.5% to 61.3%, followed by the primary level, which increased from 96.9% to 98.7% (UDAPE, 2021, p.31).

Another important piece of data is the number of enrolments. According to data from the General Directorate of Planning, in 2023, enrolment reached 2,951,164 students, of which 891,386 (30.20%) were from rural areas and 2,059,778 (69.80%) from urban areas. Regarding gender distribution, 1,445,375 (48.98%) were female and 1,505,789 (51.02%) were male (Ministerio de Educación, 2024).

The Plurinational State of Bolivia has made substantial progress in providing education to its population. However, it still faces several challenges, including regional and geographic inequalities and income disparities. In addition to these issues, the country still grapples with a history of political instability that continues to affect the Bolivian people.

Featured Photo by Alexander Grey on Unsplash

References

Arispe, V. (2020). Educación intercultural: La perspectiva de los pueblos indígenas de Bolivia. Revista Caracol, (20), 167-186. Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo. https://doi.org/10.7440/res64.2018.03

Estado Plurinacional de Bolivia (2009). Constitución Política del Estado Plurinacional de Bolivia. Retrieved from http://www.gacetaoficialdebolivia.gob.bo/app/webroot/archivos/CONSTITUCION.pdf

Estado Plurinacional de Bolivia (2010). Ley de la Educación Avelino Siñani-Elizardo Pérez. Retrieved from https://bolivia.infoleyes.com/norma/2676/ley-de-la-educacion-avelino-si%C3%B1ani-elizardo-perez-070

Instituto de Investigaciones Pedagógicas Plurinacional (IIPP). (2023). Hitos de la educación en Bolivia – Serie Histórica N° I. Retrieved from https://www.ine.gob.bo/publicaciones/hitos-educacion

UDAPE (2021). Informe Nacional Voluntario Retrieved from https://www.udape.gob.bo/portales_html/ODS/28230Bolivia_VNR.pdf

Ministerio de Educación (2023). Equipe de Estatística Retrieved from https://seie.minedu.gob.bo/reportes/estadisticas/grupo1/matricula

UNESCO (2024). Bolívia. https://siteal.iiep.unesco.org/pais/bolivia#Caracterizaci%C3%B3n

Suárez Arnez, C. (1986). Historia de la educación boliviana. Don Bosco.

Bolivia current issues

Beyond the Shadows of the Dark Web Playground: Online Child Trafficking

Written by Leticia Cox
Human trafficking, particularly targeting young kids via online platforms, is an increasingly disturbing issue worldwide. With the growth of the internet and social media, traffickers have found new ways to exploit, recruit, and manipulate children into various forms of exploitation, including labour and sexual exploitation. This trend requires a multi-faceted approach involving updated legislation, international collaboration on legal frameworks, law enforcement strategies, education programs, enhanced online safety measures, and broad public awareness.

Traffickers often use social media platforms, online gaming environments, and chat applications to connect with potential young victims. They use a variety of tactics, including grooming, pretending to offer romantic relationships, promising lucrative job opportunities, or even using the victims’ social media friends to gain trust.
In today’s digital age, children are exposed to technology at a younger age than before. Parents must be aware of the potential cybersecurity threats that can put their children at risk. They need to stay informed and take measures to protect children when they connect with the digital world.
According to a recent UN report, 80% of young people interact with AI multiple times per day. The increasing development of AI has led to numerous little-known applications that appear harmless, like uploading a photo to receive a modified version. However, when children upload their pictures, they have no control over which databases their photos will be stored in or how they might be used.

By raising awareness, implementing prevention programs, enforcing strict laws, and utilising technology responsibly, we can make a difference in the fight against online child trafficking and child privacy violations.

Worldwide Spread Victims
In North America, particularly the United States and Canada, online child trafficking is a sophisticated operation where traffickers employ advanced technologies, including the “Dark Web” and encrypted communication platforms. The primary challenges faced are the extensive digital landscape and the cross-jurisdictional nature of the internet.
In Mexico, a country that serves both as a source and a transit point for trafficked children, the increasing internet penetration has spurred the growth of online trafficking networks. Efforts in Mexico are concentrated on enhancing inter-agency coordination and strengthening law enforcement’s capabilities in digital forensics to effectively tackle trafficking cases.
Central American nations are hindered by limited resources and pervasive corruption, which impede effective countermeasures against online child trafficking. Traffickers in the region often use social media platforms to recruit and manipulate victims. However, international collaborations are increasingly supporting local efforts to improve response capabilities.
In South America, countries such as Brazil, Colombia, and Argentina are challenged by economic disparities and regional conflicts that heighten vulnerabilities among children. Traffickers exploit online platforms to target these at-risk populations.
Europe has also been significantly impacted by the menace of online child trafficking. The advent of technology and the internet has opened new avenues for traffickers to exploit vulnerable children. These perpetrators often use social media and the dark web to facilitate their illicit trade. The legal frameworks and protective measures vary significantly across European countries, influencing the effectiveness of the response to trafficking.
In Asia, the socio-economic conditions, including poverty, lack of education, and entrenched socio-cultural norms, contribute to the susceptibility of children to trafficking. The demand for cheap labour, sexual exploitation, and illegal adoption drives this nefarious trade across the continent.
Africa is a continent that has been deeply affected by the scourge of online child trafficking. With the rise of technology and the internet, traffickers have found new ways to exploit vulnerable children for profit. From the bustling markets of Nigeria to the remote villages of South Africa, children are being bought and sold online with alarming frequency.
The Oceania region is experiencing its own unique set of challenges and opportunities in the fight against online child trafficking. The vast and diverse geographical and cultural landscape of the region has a significant impact on the incidence and techniques of online exploitation. Although islands with limited resources and connectivity face unique challenges, the widespread internet access across the region also provides avenues for both legal and illegal activities.

How Online Platforms Facilitate Child Trafficking.
Child trafficking is a devastating crime that affects millions of children worldwide. While traditional methods of trafficking involve physical transportation and exploitation, the rise of online platforms has created new opportunities for traffickers to prey on vulnerable children.
Online platforms provide traffickers with a convenient and anonymous way to recruit, groom, and exploit children. Social media, messaging apps, and online forums are commonly used to lure victims by offering false promises of love, friendship, or opportunities for a better life. Once a child is in contact with a trafficker, they may be coerced into providing personal information, compromising photos or videos, or engaging in sexual activities.

I. Common Tactics Used by Traffickers in Key Industries.
In online child trafficking, traffickers deploy various manipulation tactics to exploit their victims. They often begin with grooming and building trust through flattery, gifts, and promises of a better life to lure children into risky situations.
Additionally, traffickers use coercion, employing threats and intimidation to control their victims, which may include threats of harm or exposure of sensitive information. Manipulation tactics like gaslighting and isolation are also common, as they undermine the victim’s reality and sever their connections to others, maintaining the trafficker’s control and ongoing exploitation.
Hospitality and Tourism Sector: With the rise of online booking platforms and social media, traffickers have found new avenues to exploit vulnerable individuals. They may use these platforms to advertise fake job opportunities or groom potential victims, making it easier to lure them into trafficking schemes.
In addition, the transient nature of the hospitality and tourism sector also makes it easier for traffickers to transport victims across borders or between tourist destinations, often under the guise of legitimate travel.
Entertainment and Adult Industries: Online child trafficking in the entertainment and adult industries is a grave and complex issue that exploits vulnerable minors through various digital channels. Traffickers employ sophisticated tactics to recruit, groom, and exploit children, often under the guise of legitimate opportunities in modelling, acting, or other entertainment sectors.
Traffickers often advertise fake job opportunities in modelling, acting, or dance that target teenagers eager for a break in the entertainment industry. These advertisements might appear on legitimate job sites, social media platforms, or through direct messaging. Once contact is established, traffickers use deceptive promises of fame and fortune to lure their victims into exploitative situations.
Traffickers utilise social media to find and groom potential victims. By creating fake profiles or using the profiles of previously trafficked victims, they build relationships with young people. They often study the interests, vulnerabilities, and social networks of their targets to tailor their approaches. Direct messaging features of social platforms are commonly used to establish contact and gain trust over time.

Through ongoing communication, traffickers establish a sense of trust and emotional connection with their targets. They may offer gifts, compliments, and promises of a better life and career opportunities. This grooming process may involve manipulating the child’s desire for affection, recognition, or escape from their current circumstances.
Initially, traffickers may request or coerce explicit photos or videos as part of the supposed audition or portfolio process. Over time, this can escalate to more explicit content, with traffickers using the initial images or videos as leverage (sextortion) to compel further participation under the threat of exposure.
Traffickers often attempt to isolate their victims from friends and family by sowing distrust or using the allure of an exciting, secretive career that others “wouldn’t understand.” This isolation makes it more difficult for victims to seek help or verify the legitimacy of the opportunities being presented.
As control over the victim solidifies, traffickers may move them into more overtly exploitative roles, including forced performances in adult entertainment or coercive participation in pornographic productions. These transitions are often facilitated by threats, manipulation, and escalating psychological control.
Online Gaming: Online gaming is a booming industry that, unfortunately, also provides a platform for illicit activities, including child trafficking. Traffickers can exploit online games and their associated social features as tools for manipulation, grooming, and eventually exploiting young players.
Traffickers often use the anonymous and interactive nature of online games to establish contact with potential victims. They may pose as fellow gamers, creating personas that appeal to younger players. Over time, they build trust through regular engagement, gifts (like in-game items or currencies), and seemingly genuine friendship. This grooming process may gradually escalate to more personal and potentially exploitative interactions.
Online games that feature chat rooms, private messaging, voice communication, and community forums provide multiple channels for traffickers to interact with minors. These features, while intended to enhance the gaming experience, can also be misused to foster secretive, exploitative relationships away from the oversight of parents or guardians.
The ability to create and manipulate avatars and profiles allows traffickers to conceal their true identities and intentions. They can present themselves as peers to their targets, reducing suspicion and barriers to conversation. This anonymity makes it difficult to trace and verify the identity of potential predators.
Traffickers may manipulate victims by promising or granting them in-game rewards or status. This can include exclusive access to certain game features, in-game currency, or help in advancing through game levels. Such rewards are often used as leverage to coax personal information or inappropriate images from the child.
By fostering an intense and isolated gaming relationship, traffickers aim to create a dependency that isolates the victim from real-world friends and family. This isolation can make the victim

more susceptible to manipulation and less likely to seek help or share their experiences with others.
Once a relationship and trust are established in the gaming environment, traffickers often attempt to move communication to other, less moderated platforms such as social media, instant messaging apps, or even face-to-face meetings. This step is aimed at further isolating the victim and escalating the control over them.
Traffickers may encourage victims to engage in risky behaviours, both in-game and in real life. This might include sharing sensitive personal information, sending images, or engaging in behaviours that break game rules, which can then be used to blackmail the victim.
To avoid detection, traffickers frequently use encrypted messaging apps, VPNs, and other tools that anonymise their online activities. These technologies make it harder for law enforcement to track their actions and protect potential victims.
In addition to these tactics, traffickers often use technology to their advantage. They may use encrypted messaging apps to communicate with their victims or dark web forums to advertise their services. By leveraging technology, traffickers are able to operate discreetly and evade detection by law enforcement.

II. Cryptocurrency and Payment Platforms
Cryptocurrency and payment platforms have become a significant concern when it comes to online child trafficking. The anonymity and ease of use that cryptocurrencies provide have made them a popular choice for those involved in illegal activities, including the buying and selling of children online. Payment platforms also play a crucial role in facilitating these transactions, allowing traffickers to easily transfer funds without detection.
One of the main challenges with cryptocurrencies is the difficulty in tracing transactions, making it harder for law enforcement agencies to track down and prosecute those involved in online child trafficking. Additionally, payment platforms that do not have robust security measures in place can be vulnerable to exploitation by traffickers, further complicating efforts to combat this crime.
Despite these challenges, there have been efforts to address the use of cryptocurrencies and payment platforms in online child trafficking. Some organisations have developed tools and technologies to help track and monitor suspicious transactions, while others have advocated for stricter regulations and oversight of these platforms to prevent their misuse by traffickers.
International cooperation is also crucial in combating the use of cryptocurrencies and payment platforms in online child trafficking. By sharing information and working together across borders, law enforcement agencies can better identify and dismantle networks involved in this heinous crime.

III. Dark Web Marketplaces and Forums
Dark Web marketplaces and forums play a significant role in the online child trafficking industry. These hidden corners of the internet provide a platform for traffickers to buy and sell children for exploitation. The anonymity and encryption of the Dark Web make it difficult for law enforcement to track down these criminals and rescue their victims.
One of the most disturbing aspects of Dark Web marketplaces is the ease with which traffickers can connect with buyers and sellers. These forums often have sections dedicated specifically to the buying and selling of children, with prices varying depending on the age, gender, and nationality of the victim. The lack of regulation and oversight on these platforms allows traffickers to operate with impunity.

Current Laws Addressing Online Child Trafficking
In recent years, there has been a growing recognition of the need for stronger laws to address the issue of online child trafficking. Several countries have enacted legislation specifically targeting this heinous crime, with the goal of holding perpetrators accountable and protecting vulnerable children. These laws often include provisions for increased penalties for those found guilty of online child trafficking, as well as measures to improve prevention and education efforts.
One key aspect of current laws addressing online child trafficking is the focus on technology and online platforms. Many laws now require internet service providers and social media companies to take proactive steps to prevent their platforms from being used to facilitate child trafficking. Additionally, law enforcement agencies are increasingly utilising technology to track down and prosecute those involved in online child trafficking.
Advocacy and support services for victims of online child trafficking are also an important component of current laws. Victims of online child trafficking often suffer from severe psychological trauma, and it is crucial that they have access to the support they need to heal and recover. Many countries have established specialised support services for these victims, including counselling, medical care, and legal assistance.

While there is still much work to be done, current laws addressing online child trafficking represent an important step forward in the fight against this horrific crime, including the Child Online Protection Act (COPA) and The Trafficking Victims Protection Act (TVPA) in the USA, the RCMP’s National Child Exploitation Crime Centre (NCECC) in Canada, European Union Directive on Combating the Sexual Abuse and Sexual Exploitation of Children and Child Pornography and the Child Exploitation and Online Protection (CEOP) Command in the UK among others.

International Collaboration on Legal Frameworks On Online Child Trafficking. International collaboration on legal frameworks is crucial in the fight against online child trafficking. With the borderless nature of the internet, traffickers can easily exploit legal loopholes by operating across multiple jurisdictions.
By working together, countries can harmonise their laws and close these gaps to make it harder for traffickers to evade justice. This collaboration also allows for the sharing of information and best practices, leading to more effective enforcement efforts.
International efforts to combat online child trafficking have also been strengthened in recent years. Countries around the world are working together to share information, coordinate investigations, and prosecute offenders who operate across borders. This collaboration has led to the successful dismantling of numerous online child trafficking networks and the rescue of many victims.

One key aspect of international collaboration is the development of treaties and agreements that set common standards for combating online child trafficking. These agreements ensure that countries have a common legal framework for prosecuting offenders and protecting victims. For example, the United Nations Convention against Transnational Organized Crime and its Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and Children, provide a comprehensive framework for addressing trafficking offences and promoting international cooperation.
In addition to treaties, countries also engage in multilateral initiatives and partnerships to strengthen their responses to online child trafficking. For example, the Interpol Global Task Force on Human Trafficking coordinates international law enforcement efforts and provides support to countries in their investigations. These partnerships help build trust and cooperation among countries, making it easier to track down and prosecute traffickers operating across borders.
Another important aspect of international collaboration is the sharing of resources and expertise. Countries with more advanced legal systems and technology infrastructure can assist those with limited capacity. For example, developed countries can help train law enforcement agencies in developing countries to investigate online child trafficking cases and use digital forensics tools effectively.
Overall, international collaboration on legal frameworks is essential for effectively combating online child trafficking. By working together, countries can create a more cohesive and coordinated response to this crime, making it harder for traffickers to operate with impunity. Through treaties, partnerships, and resource sharing, countries can strengthen their legal frameworks and enforcement efforts, ultimately leading to better protection for children at risk of exploitation.

Digital Forensics and Cyber Investigations

Digital forensics and cyber investigations play a crucial role in combating online child trafficking. In the digital age, traffickers use various online platforms and technologies to exploit vulnerable children, making it difficult for law enforcement to track and apprehend them. Digital forensics involves the collection, preservation, and analysis of electronic evidence to uncover the truth behind these heinous crimes. Cyber investigations, on the other hand, focus on tracking down perpetrators and disrupting their operations in the digital realm.

Challenges in Prosecuting Traffickers
Prosecuting traffickers involved in online child trafficking presents a multitude of challenges that hinder the justice system’s ability to bring these criminals to justice. One of the main obstacles is the anonymity provided by the dark web and encrypted messaging apps, which make it difficult for law enforcement to track and identify perpetrators. Traffickers often use sophisticated technology to cover their tracks, making it challenging for investigators to gather evidence against them.
Another challenge in prosecuting traffickers is the international nature of online child trafficking. Perpetrators can operate from anywhere in the world, making it difficult for law enforcement agencies to coordinate efforts across borders. Different legal systems and jurisdictions further complicate the process of bringing traffickers to justice, as extradition and cooperation agreements may be lacking or ineffective.
Furthermore, the psychological effects of online child trafficking on victims can make it difficult for them to come forward and testify against their abusers. Many victims suffer from trauma, shame, and fear, which can prevent them from cooperating with law enforcement or participating in court proceedings. This not only hinders the prosecution of traffickers but also perpetuates the cycle of abuse and exploitation.
In addition to these challenges, the lack of resources and funding dedicated to combating online child trafficking poses a significant obstacle to prosecuting traffickers. Law enforcement agencies often lack the training, technology, and manpower needed to investigate and prosecute these crimes effectively. Without proper resources, cases can languish unresolved, allowing perpetrators to continue their criminal activities unchecked.
Despite these challenges, there is hope for progress in prosecuting traffickers involved in online child trafficking. By increasing awareness, funding, and international cooperation, law enforcement agencies can improve their ability to combat these heinous crimes. Additionally, advocating for policy changes and implementing stricter laws and penalties for traffickers can help deter future criminal activity and bring justice to victims of online child trafficking.

Prevention and Education Programs.
Combating child online trafficking is an urgent issue that requires coordinated efforts from various sectors, including law enforcement, educational systems, technology companies, and community organizations.

Educating children, parents and caregivers on online risks is crucial in today’s digital age, where online child trafficking is a growing concern. It is essential for parents to be aware of the potential dangers that their children may face while browsing the internet and engaging in online activities. By educating children on how to safely navigate the online world and recognise warning signs of potential predators, we can help prevent them from becoming victims of online child trafficking.
Education and prevention programs are crucial in raising awareness, equipping children, parents, and educators with the necessary tools to recognize and respond to threats, and ultimately safeguarding children from exploitation. Combating child online trafficking requires coordinated efforts from various sectors, including law enforcement, educational systems, technology companies, and community organizations.

Here are some strategies for effective prevention aimed at combating child online trafficking:
1. Digital Literacy and Safety Education
Educational programs aimed at children and teenagers should prioritise improving digital literacy by teaching them how to navigate online spaces safely. This includes understanding what personal information is and the risks that come with sharing it online, recognising suspicious behaviour and grooming tactics used by traffickers, utilising privacy settings and reporting mechanisms on social media platforms, and maintaining digital privacy and security to ensure online safety.
2. Curriculum Integration
Integrating internet safety and anti-trafficking content into the school curriculum can ensure that all students receive critical information. The curriculum should cover topics such as the nature of online trafficking, how it operates, the legal consequences of participating in or falling victim to online trafficking, and ways to safely intervene or seek help if they suspect trafficking activities.
3. Parent and Guardian Education
Programs that focus on online safety should target children as well as their parents and guardians. These programs should equip parents with the necessary knowledge and tools to monitor their children’s internet activities and discuss the risks associated with them. This includes conducting workshops on modern internet usage and potential hazards, providing guidance on how to have conversations on sensitive topics like sexual exploitation, and offering information on how to use monitoring tools and parental controls.
4. Professional Training for Educators and Social Workers
Professional training is crucial for teachers, school counsellors, and social workers to recognise signs of trafficking and to intervene appropriately. This training should include identifying indicators of children at risk or involved in online trafficking, protocols for reporting suspected trafficking and providing resources for supporting victims. It is important to equip educators and social workers with the necessary knowledge and skills to combat trafficking and protect vulnerable children.

5. Community Outreach Programs
Community outreach programs are an effective way to expand the scope of educational campaigns. These initiatives involve local businesses, community leaders, and youth organisations in raising awareness. Some ways in which these programs can be implemented include distributing informational materials, hosting community forums and discussions, and engaging local media to increase awareness.

6. Partnerships with Tech Companies
Collaborating with technology companies is crucial to creating safer online environments and developing platforms that discourage trafficking. This involves implementing stronger age verification systems, designing more effective algorithms to identify and report suspicious activities, and providing education and awareness resources directly within online services.

7. Online Campaigns and Apps
Utilising technology, such as online campaigns and apps, can be an effective way to combat trafficking by educating young people in engaging ways. The development of apps that offer quick and anonymous reporting tools, educational games and scenarios to practice safe online behaviours and connect children with help and resources without stigma can all play a role in fighting against trafficking.

8. Evaluation and Adaptation
The effectiveness of these educational and prevention programs must be continually evaluated and adapted based on emerging/new trends in online behaviour and trafficking techniques. Regular updates ensure they remain relevant and effective.
Through comprehensive and inclusive educational strategies, communities can better protect children from the dangers of online trafficking. Such efforts not only prevent trafficking but also empower young individuals with the knowledge and skills to navigate digital worlds safely.
Technology plays a dual role in online child trafficking, as both a tool for traffickers to exploit children and a resource for law enforcement to track down and rescue victims. By staying informed about the latest developments in technology and online platforms used for child trafficking, we can better equip ourselves to combat this heinous crime and protect children from harm.

Success Stories In Combating Online Child Trafficking Globally
Success stories in combating online child trafficking globally have shown that with concerted efforts and collaboration, significant progress can be made in protecting vulnerable children.
One such success story is Operation Cross Country, an annual operation led by the FBI in collaboration with international law enforcement agencies. This operation has resulted in the rescue of hundreds of children and the arrest of numerous perpetrators involved in online child trafficking networks.
Another success story is the implementation of the Child Rescue Alert system in the UK, which has proven to be an effective tool in quickly locating and rescuing abducted children. This system sends out alerts to the public, asking for their help in locating missing children, and has led to successful recoveries in several cases of online child trafficking.

Furthermore, the Global Alliance Against Child Sexual Abuse Online, a coalition of international organisations, law enforcement agencies, and technology companies, has been instrumental in combatting online child trafficking. Through their collaborative efforts, they have been able to identify and shut down numerous online platforms used by traffickers to exploit children, as well as rescue victims and bring perpetrators to justice.
In addition, the adoption of the United Nations Convention on the Rights of the Child (UNCRC) by many countries has provided a legal framework for protecting children from all forms of exploitation, including online child trafficking. This international treaty sets out the rights of children to be protected from violence, abuse, and exploitation and provides guidelines for governments to implement policies and laws to prevent and combat online child trafficking.
Overall, these success stories demonstrate that by working together at both national and international levels, significant strides can be made in combating online child trafficking and protecting vulnerable children. It is crucial for governments, law enforcement agencies, NGOs, and the private sector to continue to collaborate and innovate in order to effectively address this growing threat to children’s safety and well-being.
Legal implications and policies surrounding online child trafficking are complex and constantly evolving. Law enforcement agencies around the world need to work to strengthen their capabilities to investigate and prosecute traffickers operating on the Dark Web.

Featured Image created by Leticia Cox

Sources:
https://www.europol.europa.eu/media-press/newsroom/news/288-dark-web-vendors-arrested- in-major-marketplace-seizure
https://humantraffickingfront.org/dark-web-hides-csam/
https://www.dhs.gov/news/2024/04/17/fact-sheet-how-dhs-combating-child-exploitation-and- abuse
https://ojjdp.ojp.gov/programs/internet-crimes-against-children-task-force-program
https://www.securitepublique.gc.ca/cnt/cntrng-crm/chld-sxl-xplttn-ntrnt/actns-nln-chld-sxl- xplttn-en.aspx
https://reliefweb.int/report/world/asia-pacific-legal-guide-child-trafficking
https://eastasiaforum.org/2024/02/20/tackling-technology-abuse-and-human-trafficking-in- asean/
https://link.springer.com/article/10.1007/s42448-021-00087-5
https://www.aseanact.org/story/use-and-abuse-of-technology-in-human-trafficking-southeast- asia/

https://www.unicef.org/eap/media/4706/file https://www.state.gov/reports/2023-trafficking-in-persons-report/south-africa
https://www.end-violence.org/sites/default/files/paragraphs/download/Disrupting Harm – Data-
Insight 4 – Legislation addressing OCSEA.pdf\

https://www.weprotect.org/ https://missingpersons.police.uk/en-gb/child-rescue-alert# https://www.fbi.gov/news/stories/operation-cross-country-2022

child trafficking dark web

The Right to Education Act in India: Success and Challenges in Implementation

By Mahnoor Ali

The Right to Education (RTE) Act, officially known as the Right of Children to Free and Compulsory Education Act is a landmark piece of legislation in India that requires free and compulsory education for children aged 6 to 14. It was enacted by the Parliament of India on August 4, 2009, and came into effect on April 1, 2010. The Act is a significant step towards achieving universal primary education and ensuring that every child has access to a quality education.[1] However, in addition to its successes, the RTE Act has faced numerous challenges during its implementation. This article covers the RTE Act’s historical background, key provisions, success, and challenges in India, offering a broad picture of the legislation’s influence on the nation’s educational system.

Historical Context of the Right to Education in India

In the 86th Amendment Act of 2002, free and compulsory education for children was intended to become a basic right. In October 2003, a draft of the Free and Compulsory Education for Children Bill was created and underwent revision in 2004. In June 2005, the ‘Right to Education’ Bill was written by the Central Advisory Board of Education (CABE) committee and submitted to the Prime Minister, the National Accountability Committee (NAC), and the Ministry of HRD. But, in July 2006, the bill was rejected by the planning commission and finance committee because of a lack of funding. States were given a sample bill to make the required arrangements. The Right of Children to Free and Compulsory Education Bill, 2008, was ratified by the President in August 2009 after passing both Houses of Parliament in 2009. On April 1, 2010, the RTE Act and Article 21-A went into force.[2]

Key Provisions of the Right to Education Act (2009)

Some of the key provisions of the Right to Education Act include:

Free and Compulsory Education: The Act emphasises that no child should be denied education because of financial limitations by requiring children between the ages of 6 and 14 to receive free education.[3]
Infrastructure Standards: Classrooms, restrooms, and drinking water facilities must all adhere to a set of requirements for schools.
Reservation in Private Schools: The Act mandates that private schools set aside 25% of their seats for students from economically disadvantaged groups and economically weaker sections (EWS) in order to foster inclusion.[4]
Comprehensive and Continuous Evaluation: The RTE Act promotes child-friendly, comprehensive assessment techniques that support lifelong learning while discouraging the use of traditional pass/fail tests.
Special Provisions for Marginalised Groups: The Act aims to provide protection and additional support for children from marginalised backgrounds, such as scheduled castes, scheduled tribes, and children with disabilities, acknowledging the special problems they confront.

Successes of the Right to Education Act

The RTE Act has produced a number of beneficial results since it was put into effect, most notably a rise in enrollment rates nationwide. The reservation in private schools has brought economically disadvantaged kids into mainstream education, resulting in a notable increase in the integration of underprivileged communities.

Enrollment and Inclusivity: The data indicates that enrollment rates have significantly improved, particularly for girls and kids from disadvantaged families. As more girls enrol in basic and secondary education, the gender gap has substantially closed.[5]
Infrastructure and Teacher Quality: While the effects vary from state to state, some areas have witnessed increases in student-teacher ratios and greater infrastructure, guaranteeing that students have access to learning environments that are better suited to high-quality education.[6]
Public-Private Synergy: By requiring private schools to allow underprivileged pupils, the Act has contributed to a decrease in socioeconomic segregation in urban schools. Not only has this integration given disadvantaged children options, but it has also sparked some accountability and improved the standard of instruction.

Challenges in Implementing the Right to Education Act

Despite the success that the RTE Act had, its wider goals have been hampered by the difficulties in implementing it. Some of the major challenges faced in the implementation of this Act are discussed below:

Infrastructure Gaps: Inadequate infrastructure continues to plague many public schools, particularly those in remote areas. Some schools have struggled to satisfy RTE criteria due to a shortage of functional restrooms (particularly for ladies), poorly kept premises, and inadequate instructional resources. While urban areas have experienced advancements, rural schools frequently fall behind.
Teacher Shortages and Quality: Lack of qualified instructors, especially in rural regions, is a major problem. Several schools continue to fall short of the required teacher-to-student ratio. In addition, there is a clear disparity in the quality of instruction, with underqualified or poorly trained teachers having a negative impact on student achievement. Lack of accountability and absenteeism exacerbate this problem.
Private Schools’ Non-Compliance: Despite the RTE’s demand that private schools reserve 25% of their enrollment for students from underprivileged families, many establishments choose not to comply. Many private schools refuse to accept the necessary number of EWS pupils, either on purpose or due to ignorance. They cite a variety of operational issues, such as financial hardship.[7]
Shortcomings in Monitoring and Evaluation: The absence of strong systems to keep an eye on and assess how the Act is being implemented is another serious problem. Ineffective implementation and monitoring are caused by inconsistent data and a lack of collaboration between state and federal entities.
Socioeconomic Barriers: Children’s access to education is nevertheless hampered by socioeconomic issues like poverty, child labour, and cultural views despite of ‘free’ education. Dalit[8] children continue to face social exclusion due to caste discrimination, which is still a significant barrier for underprivileged people, particularly in rural areas.
COVID-19’s effects and the digital divide: The COVID-19 pandemic made already-existing disparities in educational access worse. Children from low-income households experienced a digital divide as a result of the change to online learning due to lack of access to computers, smartphones, or reliable internet connections. This brought to light the shortcomings of the RTE Act, which does not adequately address the growing significance of digital infrastructure and literacy in contemporary schooling.

Policy Recommendations

A coordinated effort from several stakeholders, including the public and private sectors, governments, and educational institutions, is necessary to overcome these obstacles. Important suggestions consist of:

Infrastructure Investment: The government needs to put the allocation of funding for improvement of school infrastructure as their top priority especially in rural areas. Sanitation, energy, and digital infrastructure also need to be given special consideration.
Teacher Training and Accountability: To raise the calibre and attendance of teachers, rigorous accountability procedures and ongoing professional development are required.
Improved Monitoring and Evaluation: To guarantee adherence to RTE regulations, it is imperative to fortify the monitoring structures at the federal and state levels. A more transparent process and data-driven decision-making ought to direct changes to policies.
Digital Inclusion: The digital divide needs to be addressed especially after the COVID-19. In order to make education egalitarian in the digital age, it is imperative that low-income students have access to gadgets, inexpensive internet, and online resources.

Conclusion

Ensuring that every kid in India has access to high-quality education has been made possible largely by the Right to Education Act. Even though there have been some noticeable achievements, such as enrollment and gender parity, the process is far from over. Achieving the entire objective of the RTE Act will require tackling implementation issues, guaranteeing compliance, and planning for the future of education. Moreover, in order to establish an education system that does not leave any child behind, stakeholders must collaborate and acknowledge that education is not only a fundamental human right but also the cornerstone of a fair and just society.

Featured Image source: https://shorturl.at/1s8tz

References

[1] Gorav Sharma. (2021, May 15). What is Right to Education Act (RTE Act)? Times of India Blog. Retrieved August 20, 2024, from https://timesofindia.indiatimes.com/readersblog/igoravsharma/what-is-right-to-education-act-rte-act-32034/.

[2] Balram. (2020, August 17). Right of Children to Free and Compulsory Education Act, 2009 (Right to Education Act). Vikaspedia. Retrieved August 22, 2024, from https://vikaspedia.in/education/policies-and-schemes/right-to-education/right-of-children-to-free-and-compulsory-education-act-2009-right-to-education-act.

[3] Warrier, V. S. (2023, July 4). Right to Education in India: Challenges and Opportunities – The Lex-Warrier: Online Law Journal. The Lex-Warrier: Online Law Journal. https://lex-warrier.in/right-to-education-in-india-challenges-and-opportunities.html.

[4]Rai, D. (2021, August 27). All you need to know about the Right to Education in India. iPleaders. https://blog.ipleaders.in/right-to-education-3/#Main_features_of_the_Right_to_Education_Act.

[5] Banerjee, S. (2019). Ten years of RTE Act: Revisiting achievements and examining gaps. Observe Research Foundation, 304. https://www.orfonline.org/research/ten-years-of-rte-act-revisiting-achievements-and-examining-gaps.

[6] Child Rights and You. (2024, July 30). Right to Education Act (RTE) – Know importance & responsibilities. CRY – Give Children a Happy, Healthy and Creative Childhood | CRY – India’s Leading Non-profit. https://www.cry.org/blog/what-is-the-right-to-education-act/.

[7] Goodpal, V. a. P. B. (2024, February 23). RTE Act 2009 — Issues and challenges. Issues and Challenges in India. https://socialissuesindia.wordpress.com/2020/07/17/rte-act-2009-anomalies-and-challenges/.

[8] ‘Dalit’ is a term for untouchables and outcasts, who represented the lowest stratum of the castes in the Indian subcontinent.

current issues India

Russian Education System: Lessons in Indoctrination

Written by Uilson Jones

The power of education is often repeated time and time again, turning it into a rather dry bit of cliché. However, the phraseology of just how crucial the educational system is, must not be looked at with boredom nor disdain. Rivera Sun, author and advocate for social justice, states that: “Whoever educates children controls the future”, and that “if we want a democratic future, we must plant the seeds in our little dandelions nationwide and ensure that our education is governed of, by, and for the people” (Sun, 2013). This often-repeated notion appears prescient not only in the centuries before our time, but also the point of time we found ourselves in currently – perhaps even more so. The current article aims to produce an overview and analysis of the Russian educational system, particularly after Russia’s full-scale incursion into Ukraine in 2022. This would therefore include the changes made to the educational system and its devastating implications for Russia’s youth, and by extension its future. The following is an attempt to break down the fundamental restructuring of schooling and as such the content of lessons, mandatory activities and extracurriculars involving school-age children.

Patriotic Education

Beginning on the 5th of September 2022, the Russian government imposed a series of major alterations for the ways in which Russian children are taught. The Russian government came out with a website known as ‘Conversations about the Important’ (Разговоры о Важном, n.d.). This website is being used as a portal for schoolteachers that outlines a strict curriculum to be followed when instructing a weekly class for pupils of all ages, ranging from that of first grade to the very end of secondary school. Far from a candid recommendation provided by the Russian government, this website acts as a comprehensive tool for teachers, with prepared presentations, instructions on what to say to children in the class, behaviour and conduct, amongst others. Schoolteachers are expected to abide by this curriculum and have no real agency to act otherwise. Every Monday, the first class each grade has is this carefully constructed propaganda lesson – Conversations about the Important. Rather than being purely optional, its is mandatory and covers a wide variety of topics from Russian history and current events which paint the picture in the way that Putin’s dictatorship craves. As an example, let us take an excerpt from a file dedicated to the class on the 7th of November 2022 in the name of the Day of National Unity. Filtering for grades 5-7, one can stumble upon this piece of text:

The excerpt is translated as follows:

Conversation

Teacher: Children! Quite recently we talked with you about the important role of a father in the family and raising children, about traditional Russian values, which are crucial to safeguard and pass onto the next generations. We came to the conclusion, that family – is the most important thing in the life of every person, it is support and support [опора и поддержка are synonyms for support in the Russian language], it is love and understanding. The citizens of a government are also one big UNITED family. And we – citizens of Russia – are a big family, in which we need to support and take care of one another. We have a governmental holiday, symbolizing our community cohesion – The Day of National Unity. It is as important now as ever, given that in the last years according to will of the people of the Russian Federation, five new territories entered: Crimea, Donetsk and Luhansk People’s Republics, Kherson and Zaporizhzhia Oblasts.

For this reason, the theme of our lesson is: “We – are one country!” [Author’s emphasis]

[Translated by Author]

In case this is seen as a one-off let us observe a few stanzas of a poem to be taught to Russian schoolchildren for grades three and above. This lesson was titled: Our Country – Russia.

Translation:

Teacher: We know that the wisdom of the people is reflected in its proverbs and sayings. Let us remember the proverbs about the motherland and the love towards it.

A person without the motherland, is but a nightingale without a song.

Don’t spare your strength nor life, for the motherland.

There are many different countries, but there is one motherland.

There is nothing in the world that is better, than our motherland.

You cannot change your motherland for anything.

Everyone loves their motherland.

The happiness of the motherland is worth more than life.

We will stand like a mountain for our native land.

For the motherland, it is not scary to die.

Love the motherland – Serve the motherland. [Author’s emphasis]

[Translated by Author]

These two excerpts reveal the severe propagandization evident in the Russian educational system. Not only are Russian children being force-fed Kremlin’s dogma about its current war in Ukraine, but there also appears to be a sharp increase of ultranationalist messaging and militarism within schools, where arms are observed to be side by side with textbooks (Institute of Mass Information, 2023). Having taken these excerpts as a starting point, one must look at other exercises that Russian students have no choice but to take part in. After which, it is necessary to analyse the causes and effects of such a policy on Russia, as well as its future generation.

Propagandizing School Life

In addition to these official changes made to the educational curriculum, there have been other unofficial ongoing developments to Russian schools. The sharp rise of Putin’s cult of personality has been observed to radically alter the lives of students, and school staff. To name but one example of how this changed the landscape, we can look at what a school day was like on the day of Putin’s birthday. Across various regions of Russia, students (oftentimes of very young age) were forced to send their leader birthday wishes (The Moscow Times, 2024). In a school in the Rostov region, children were told to kneel in the form of Putin’s name, stating that “we’re proud that the best president in the world rules over our country” (The Moscow Times, 2024).

Amnesty International (2023) has designated Russia’s new history textbooks as propaganda aimed at indoctrinating the next generations, not only in Russia, but also the temporarily occupied territories in Ukraine. These textbooks preach a dangerous form of alternate history. The editors and authors have peddled Kremlinite propaganda, and thus align the story to fit the dominant narrative in Russia. A reality in which Russia invaded a sovereign neighbour, butchering and terrorizing its population and occupying its territories suddenly evaporates. Replacing it is a faux reality, regurgitating that Russia is simply defending itself and going so far as to claim that the decision to live under occupied territories was the ‘will of the people’. The erasure of history is proceeding with a reinvigorated pace. Understanding these developments is of crucial importance, yet even more so is fighting back against the tide of reactionary ideas.

Reference List

Amnesty International. (2023). Ukraine/Russia: New history textbook is a blatant attempt to unlawfylly indoctrinate schoolchildren in Russia and Russian-occupied Ukrainian territories. https://www.amnesty.org/en/latest/news/2023/09/ukraine-russia-new-history-textbook-is-a-blatant-attempt-to-unlawfully-indoctrinate-school-children-in-russia-and-russian-occupied-ukrainian-territories/.

Institute of Mass Information. (2023). Guns and textbooks side by side: The Russian policy of militarizing children as violation of human rights. https://imi.org.ua/en/monitorings/guns-and-textbooks-side-by-side-the-russian-policy-of-militarizing-children-as-violation-of-i51954.

Pазговоры о Bажном [Conversations about the Important]. (n.d.). https://razgovor.edsoo.ru/.

Sun, R. (2013). The Dandelion Insurrection: Love and Revolution. Rising Sun Press Works.

The Moscow Times. (2024). Russian schoolchildren forced to send Putin birthday wishes on-camera. https://www.themoscowtimes.com/2024/10/07/russian-schoolchildren-forced-to-send-putin-birthday-wishes-on-camera-a86597.

Cover Image from Meduza

Historical Revisionism human rights violations Indoctrination Militarization of Youth Patriotism and Nationalism propaganda in schools Putin's Cult of Personality Russia Russia and Ukraine war Russian Education System

Current Issues Ethiopia’s Education Problem: 96% of students fail final school exam

By Zoë Alford

Hundreds of thousands of students are left without the opportunity for higher education due to a massive educational crisis currently facing Ethiopia. Out of the 3,106 schools administering 12th grade in 2023, 43% reported that no students had passed the Ethiopian General Secondary Education Certificate Examination (EGSECE) (Hood, 2023). This final exam is a prerequisite for university entrance and saw 96% of students failing for the second year in a row (Hood, 2023). The overwhelming majority of Ethiopia’s youth are now left with limited education opportunities and few choices for their future. While exam results are not the only measure of a country’s education system, such significant failure rates can only be symptomatic of one that is fractured and struggling.

Structural Issues:

The education system in Ethiopia is struggling to keep up with the burgeoning numbers of primary and secondary school students. Since 1990, students in primary education increased from 3 million to 20 million in 2018/19 (Tiruneh et al., 2021). With more students finishing primary school than ever before, Ethiopian pupils are continuing on into high school with limited resources and infrastructure in place to support them. Secondary enrollment has doubled in the last 10 years, going from 23% in 2011/12 to 46% in 2021/22 (Ministry of Education, 2022) This remarkable achievement has given greater access to education for children from disadvantaged backgrounds and drastically increased the number of girls in school. However, the rapid expansion of the education system has left it struggling to ensure all students are given a sound education and the resources they require (Tiruneh et al., 2021).

Poor school infrastructure, inadequate distribution of resources and outdated materials have also fueled this crisis. Combined with a system stretched thin to meet the demands of ever-increasing pupils, hundreds of thousands of children have consequentially finished primary education without fundamental skills in literacy and numeracy (Hood, 2023). These abilities are not only essential for further education but also necessary to live a life of opportunity in a modern, globalised world.

The lack of robust education combined with a burgeoning student population has also left Ethiopia without appropriately trained teachers. In the country’s teacher trainee program, many candidates have not completed the final 2 years of secondary education. Trainees often also score low when tested for their science and mathematics abilities (Assefa et al. 2021; Gebremeskel et al. 2017). This leaves a major gap in the education system for educated and well-trained teachers, creating a cycle where limited education creates poorly educated teachers, creating further inadequate education for younger students in fundamental subjects. There is also a high student-to-teacher ratio, stretching what teachers that Ethiopia does have already, thinner (Assefa et al. 2021). Ethiopia has recognized that their educational system must consider the gap between their societal goals for education and the general student learning experience (Hood, 2023).

Covid-19:

It is also important to note that the Covid-19 pandemic widened the education gap. Lockdowns in 2020 prevented more than 26 million students from learning over a period of 8 months (Araya et al., 2022). With limited online learning materials and resources, students were required to catch up on 8 months’ worth of lessons lost in just 45 days. Primary school students in 2021 had lower foundational numeracy skills and made slower progress in numeracy as the year progressed, compared to students from 2018 (Araya et al., 2022). The pandemic lockdowns also heavily affected students from rural and lower-income families, with pupils from these backgrounds having the lowest numeracy levels in their cohort (Araya et al., 2022). The pandemic therefore exacerbated the systemic problems already prevalent in Ethiopia’s education system.

Internal Conflict:

The Tigray War in northern Ethiopia also likely added to the declining exam results. Lasting from November 2020 until November 2022, the conflict caused a humanitarian crisis, human rights abuses and destruction of infrastructure, including educational institutions. The conflict affected around 1.4 million children in the region, with many parents too concerned about their children’s safety to send them to school (Belay et al., 2023). This conflict severely limited access to education, for reasons such as trauma, loss of infrastructure and population movement (Belay et al., 2023). The armed conflict in Tigray has not only impacted on educational achievement in the region but also limited education opportunities. This has been cited as another reason for the extremely low pass rate in Ethiopia in recent years (Belay et al., 2023).

Looking forward:

An overall greater financial investment in education would offer a fast-tracked solution to many of Ethiopia’s’ education systemic problems. Funding for additional, more uniform and up to date learning resources as well as improving school infrastructure would greatly increase educational quality for all students. Higher salaries, a stronger teacher training program and leadership training would encourage and upskill both current and potential teachers in Ethiopia (Tena & Motuma, 2024). Leadership training and a better trainee program can also be achieved via greater investment in university education, which has the potential to play a critical role in overcoming widespread structural issues. Investing in universities encourages innovation and improvement in curriculum, teacher training programs and capacity building within the education system (Tena & Motuma, 2024).

Greater focus on students from disadvantaged backgrounds would also ensure that Ethiopia’s most vulnerable pupils would not miss out on an education. Targeted support for low-performing students, those from low socio-economic backgrounds and students from rural areas would prevent further widening learning inequalities (Araya et al., 2022). When possible, employing technological forms of teaching would keep pupils in school who otherwise would not be able to attend, whether caused by conflict, illness or events like Covid-19. When online learning is not possible, continuing to encourage the importance of education across local communities and providing learning resources would greatly encourage students from disadvantaged backgrounds to continue their education (Araya et al., 2022). Ensuring pupils can still access education, despite conflict, pandemics or remoteness is essential to ensure such high rates of failure do not continue in the future.

Overall, Ethiopia must continue to invest and improve in their education system. This will ensure the robust functioning of not only its economy, but the right to self-determination for all Ethiopians regardless of economic background. Education has the power to reduce inequality and poverty and it is therefore necessary to ensure that future Ethiopian generations are not left behind.

References

Araya, M., Rose, P., Sabates, R., Tiruneh, D.T., Woldeanna, T. (2022). Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing student achievement in early primary grades before school closures, and after they reopened. Rise Insight Series. Retrieved from https://riseprogramme.org/publications/learning-losses-during-covid-19-pandemic-ethiopia-comparing-student-achievement-early.html

Assefa, S., Asfaw, A., Fufa, D., Zewdie, G., Wodajo, H., Kekeba, H. & Tola, T. (2021). Status of teacher education programs in Ethiopia: Policy, curricula and resources. The Ethiopian Journal of Education, 41(1), 247-296.

Belay, F., Berhane, D., Teshale, H., Mulubrhan, G., Hagos, T., Gebremariam, H., Brhane, T., Islam, Z. (2023). The effect of war on educational institutions of Eastern Tigray zone, Tigray state, Ethiopia. International Journal of Educational Development, 102:102864. Retrieved from

https://www.sciencedirect.com/science/article/abs/pii/S0738059323001402#:~:text=Children%20did%20not%20attend%20schools,relevant%20to%20the%20war%20experiences.

Gebremeskel, H.H., Ahmed, A.Y., Getahun, D.A., Debele, M.L., Tibebu, D., Wondem, D.T. (2017). Revisiting teacher educators’ training in Ethiopia: Implications for a new approach to curriculum development. Bahir Dar Journal of Education, 17(2), 89-105.

https://www.ajol.info/index.php/bdje/article/view/249011/235474

Hood, L. (2023, November 23). Ethiopia’s education system is in crisis – now’s the time to fix it. The Conversation. Retrieved from https://theconversation.com/ethiopias-education-system-is-in-crisis-nows-the-time-to-fix-it-217817

Ministry of Education (2022). Education statistics annual abstract (ESAA). Federal Republic of Ethiopia. Retrieved from https://moe.gov.et/storage/Books/ESAA%202014%20EC%20(2021-22%20G.C)%20Final.pdf

Tena, B. & Motuma, F. (2024). Policy reforms and unresolved educational challenges in Ethiopia: Implications for the University of Education. Bahir Dar Journal of Education, 24(1), 147-167. https://dx.doi.org/10.4314/bdje.v24i1.10

Tiruneh, D., Hoddinott, J., Rolleston, C., Sabates, R., Woldehanna, T. (2021). Understanding achievement in numeracy among primary school children in Ethiopia: Evidence from Rise Ethiopia study . RISE Working Paper Series. Retrieved from https://www.researchgate.net/profile/John-Hoddinott-2/publication/359826987_Understanding_Achievement_in_Numeracy_Among_Primary_School_Children_in_Ethiopia_Evidence_from_RISE_Ethiopia_Study/links/64676983c9802f2f72ea0135/Understanding-Achievement-in-Numeracy-Among-Primary-School-Children-in-Ethiopia-Evidence-from-RISE-Ethiopia-Study.pdf

Featured image by Emmanuel Ikwuegbu from Unsplash

Covid-19 current issues EGSECE Ethiopia Ethiopian General Secondary Education Certificate Examination human rights violations lockdown online learning Tigray War

Freedom of expression in Turkey: Lawyers and Arrests: Dilek Ekmekçi and others

By Panashe Marie Louise Mlambo

Freedom of expression is a fundamental human right that protects the ability to express oneself without unjustified restrictions. It is normally undisputed when dealing with social media presence when individuals share their opinions without erroneous implications. However, in Turkey, despite the Constitution providing for freedom of speech, many laws and legislations have been enacted, and amendments have been made to undermine the very principle of freedom of expression. This article will provide an analysis of freedom of speech and the legal system in Turkey and take a look at the charges against different lawyers in the context of International law, Turkish Law, and countries near it, using the 2024 case of Dilek Ekmekçi as the case study.

The Arrests of Lawyers

A lawyer named Dilek Ekmekçi was released from prison on October 22, 2024, only to be promptly detained again by police, reflecting the ongoing repression faced by legal professionals in Turkey. This incident follows a troubling trend highlighted by the Court of Cassation’s ruling on September 18, 2020, which upheld the sentences of 14 human rights lawyers from the People’s Law Office, , who were convicted on similar charges. The crackdown continued with the recent arrest of Naim Eminoğlu and Doğa İncesu on July 2, 2024, both prominent members of the Progressive Lawyers Association, accused of being part of the Gülen Movement. In January 2024, a staggering sentence of over 125 years was handed down to 19 lawyers, further illustrating the Turkish government’s aggressive stance against those perceived as dissenters. These cases underscore the precarious situation for lawyers in Turkey, where legal actions are increasingly viewed as tools for political suppression rather than justice.

The law against the people

Under The Social Media Law (2020), the Turkish government can restrict and monitor any social media interactions and online free speech if necessary and this is one of the ways in which all these lawyers mentioned above had their data used for a case to be made against them. Coupled with Turkey’s Anti-Terror Law (Law No. 3713), which penalises individuals who disclose or publish the identity of officials on anti-terrorist duties or who identify such persons as targets, this is used broadly, and in most cases of online discourse, the different individuals are arrested for incitement and spreading of terrorism rhetoric.

In addition to the above, law enforcement usually limits freedom of speech with Article 125 of the Penal Code, which criminalises defamation and slander. In 90% of the cases above, the three legislations are cited together to justify the limitation of freedom of speech and arrest individuals who use online platforms to share their opinions on fraud, murder, and many more. Recent developments, such as the passing of the controversial “disinformation law” in October 2022, exemplify this trend by criminalising the dissemination of false information, which is determined by the government.

As can be deduced from the above cases and legal frameworks in Turkey, the country’s laws are against international laws of freedom of speech, particularly breaches Article 10 of the European Convention on Human Rights (ECHR), which guarantees the right to freedom of expression, including the freedom to hold opinions and to receive and impart information without interference by public authority. The disinformation law also violates Article 19 of the International Covenant on Civil and Political Rights (ICCPR), which protects the right to seek, receive, and impart information.

In 2021, the ECHR ruled that Turkey violated freedom of expression rights in the case of Vedat Şorli, who faced criminal charges and pre-trial detention for criticising the president on social media. The ECHR concluded that this conviction represented unjustified interference with Şorli’s freedom of speech and in a 2014 case, journalists Ahmet Şık and Nedim Şener were detained as part of the OdaTV investigation after publishing material critical of government-linked entities. The ECHR ruled that their detention violated both their rights to a fair trial and freedom of expression.

Despite these findings, he Turkish government continues utilising the legal frameworks to arrest and detain different individuals who use social media to criticise the government.

Lawyer Dilek Ekmekçi

The case of Dilek Ekmekçi highlights the ongoing challenges to judicial independence and freedom of expression in Turkey. Ekmekçi, after accusing prominent leaders of the Nationalist Movement Party (MHP) of being involved in the assassination of former Grey Wolves leader Sinan Ateş, was arrested; her allegations targeted high-ranking MHP members, including figures close to Turkish President Recep Tayyip Erdoğan; she was charged with defamation and insulting public officials through social media posts. Despite an initial release, the prosecutor’s appeal led to her re-arrest by the Istanbul 25th High Criminal Court.

In her court statements, Ekmekçi claimed that her detention was due to a fabricated indictment and referenced other government actions intended to undermine her legal standing. She cited instances where she was pressured, including through threats of psychiatric evaluations and multiple lawsuits. Ekmekçi’s defence argued that her prosecution was a retaliatory measure aimed at silencing her criticism, categorising the case as a SLAPP (Strategic Lawsuit Against Public Participation), often used to intimidate and suppress dissenting voices.

The state of freedom of expression

The state of freedom of expression in Turkey has reached a critical juncture, characterized by systemic repression and legal frameworks that stifle dissent. Recent legislative measures, such as the controversial “disinformation law” passed in October 2022, exemplify the government’s tightening grip on free speech, allowing for the criminalisation of information deemed false and imposing severe penalties for those who share it (Amnesty International, 2022).

This law has been criticised for creating a chilling effect, deterring individuals from expressing their opinions, or engaging in public discourse for fear of prosecution. Additionally, the Turkish judiciary has increasingly become an instrument of political control, often disregarding rulings from the European Court of Human Rights that emphasise the protection of free expression (English PEN).

The cases of lawyers like Dilek Ekmekçi, who faced charges under anti-terrorism laws for their advocacy work, highlight the precarious position of legal professionals in Turkey. As the government continues to utilise vague legal definitions to target critics, it undermines not only national constitutional guarantees but also international human rights obligations, effectively rendering freedom of expression nearly non-existent in Turkey’s current political climate (Freedom House).

Conclusion

It is evident that the Turkish government’s restructuring of the legal system aims to suppress all criticism of its officials and minimise freedom of expression. The excessive measures employed to address issues such as slander against officials do not resonate with the general public, and the blatant disregard for international law and democratic principles raises serious concerns that must be addressed. The legal profession, much like activism, journalism, and other sectors of society, deserves to uphold its freedom of expression. The direct targeting of the judicial system, evidenced by the significant number of lawyers arrested in less than a decade, signals a broader issue within the system and undermines the Turkish government’s claims of democracy. The case of Dilek Ekmekçi is not an isolated incident; rather, it reflects a troubling pattern of similar cases occurring throughout the country.

Featured Photo by Wesley Tingey on Unsplash

References

i Front Line Defenders. (n.d.). 14 lawyers arrested and charged. Front Line Defenders. Retrieved from https://www.frontlinedefenders.org/en/case/14-lawyers-arrested-and-charged

ii International Observatory for Lawyers in Danger. (n.d.). Joint statement of international protest condemning Turkey’s arrest of Naim Eminoglu and Doğa İncesu of the Progressive Lawyers Association (CHD). International Observatory for Lawyers in Danger. Retrieved from https://protect-lawyers.org/en/joint-statement-of-international-protest-condemning-turkeys-arrest-of-naim-eminoglu-and-doga-incesu-of-the-progressive-lawyers-association-chd-2/

iii The Arrested Lawyers Initiative. (2024). Ankara appeal court defies ECHR, sentences 19 lawyers to 125 years. The Arrested Lawyers Initiative. Retrieved from https://arrestedlawyers.org/2024/01/31/ankara-appeal-court-defies-echr-sentences-19-lawyers-to-125-years/

iv Kandemir, E., & Hudson, M. (2022). Turkey’s new media law is bad news, but don’t report it. Brookings Institution. Retrieved from https://www.brookings.edu/articles/turkeys-new-media-law-is-bad-news-but-dont-report-it/

v Republic of Turkey. (1991). Anti-Terrorism Law (Law No. 3713) on crimes committed by terrorist organizations. Official Gazette of the Republic of Turkey.

vi United Nations. (1966). International Covenant on Civil and Political Rights (ICCPR). United Nations Treaty Collection.

European Court of Human Rights. (2021). Şorli v. Turkey. European Court of Human Rights.

vii JURIST. (2021). Europe rights court: Turkey liable for freedom of expression right violation. JURIST News. Retrieved from https://www.jurist.org/news/2021/10/europe-rights-court-turkey-liable-for-freedom-of-expression-right-violation/

ix Turkish Minute. (2024). Lawyer arrested after accusing Erdogan, far-right ally of ex-Grey Wolves leader’s murder. Turkish Minute. Retrieved from https://www.turkishminute.com/2024/09/02/lawyer-arrested-after-accusing-erdogan-far-right-ally-ex-grey-wolves-leaders-murder/

x Amnesty International. (2022). Turkey: New disinformation law poses serious threat to freedom of expression. Amnesty International.

xi English PEN. (n.d.). Turkey: Freedom of expression in jeopardy. English PEN.

current issues Turkey

Current Issues The conflict in Congo: impact on education

By Zoe Alford

The Democratic Republic of Congo (DRC) is undergoing a major humanitarian crisis, that is severely impacting education and human rights. Due to the ongoing conflict in the region, millions of people have been displaced, teachers kidnapped and schools turned into battlegrounds. Escalation of the conflict in the North Kivu region of the DRC has forced 540 schools to close in the past year, removing pivotal educational opportunities from many students (Save the Children, 2024).

Education in the DRC:

This current situation unravels decades of progress in the DRC, where great strides had been made in recent decades to create universal access to education. Access to primary school education has increased significantly in the last few decades, with net attendance rates increasing from 52% in 2001 to 78% in 2018 (UNICEF, 2024).

Nonetheless, the country still faces major structural issues regarding access to education. 7.6 million children and half of all girls between age 5-17 are not in school, with the cost of school for families living in poverty being a major reason (UNICEF, 2024). Despite the promise of free primary education from the DRC government, households facing extreme poverty struggle to pay for registration fees, school uniforms and school supplies (UNICEF, 2024). Secondary school enrolment rates further reflect this education gender gap, with 44% of girls enrolled compared to 70% of boys (UNESCO, 2024). This is further reflected in secondary school completion rates with just 51.4% of girls and 63.5% of boys continuing onto graduation (UNESCO, 2024). For higher education, 5% of women and 8% of men were enrolled in tertiary education in 2020 (UNESCO, 2024).

Payroll fraud, insufficient budgets, and a lack of materials and infrastructure also create challenges for the educational system in the DRC. Many of the 500,000 teachers in the country have gone without government pay for many years, leaving parents responsible to supplement their pay (Brant et al., 2021). In a country with already high levels of poverty, this creates a major financial obstacle to education. Teachers often must supplement their low incomes with second or even third jobs, reducing their time, energy, and passion and consequentially the quality of teaching (Brant et al., 2021).

The gender gap in school enrolment, the socio-economic disparities in educational access, as well as financing issues, are only worsened by the escalating conflict in the DRC. With the closing of hundreds of schools in the country, these systemic issues have and will continue to exacerbate, leaving hundreds of thousands more and more children without education opportunities.

Violence in North Kivu:

Since the beginning of the conflict in DRC in 1996, more than 6 million people have died and many millions more displaced (CFR, 2024). Beginning in the aftermath of the Rwandan genocide, the First Congo War saw the invasion of the eastern part of the DRC by Rwandan troops and Congo-based Tutsi militias. The invasion of the north Kivu region was supported by Uganda, Burundi and Congo’s then opposition leader and future leader Laurent Kabila. Rwandan officials justified the invasion, arguing that Hutu groups in eastern DRC were still a threat to their Tutsi population who had been decimated during the genocide. While some Hutu militants were killed, the majority of the thousands of causalities were refugees and non-combatant Congolese (CFR, 2024). In 1998, the second Congo War saw worsening political tensions between armed groups and governments in the region. With targeted campaigns against the Huti amounting to war crimes, it caused international outrage. In a failed coup attempt, DRC’s leader, Kabila, was assassinated and replaced by his son (CFR, 2024). The following years saw peace agreements between DRC, Rwanda and Uganda implemented, however rebel groups continued to emerge creating tensions and flashpoints in the last two decades. Most notability, is M23, a mostly Tutsi rebel group with ties to the Rwandan and Ugandan governments. The name is taken from March 23 2009, when the National Congress for the Defence of the People (CNDP) signed a peace treaty with the DRC government, becoming a political party and the M23 soldiers integrated into the Armed Forces of the Democratic Republic of the Congo (FARDC). The Allied Democratic Forces (ADF), and Islamic State (ISIS) are two major Islamist rebel and affiliated militia groups (Lawal, 2024). The DRC’s abundance of natural resources, especially their large reserves of rare earth minerals and metals essential for modern technology, has propelled their local problems onto the international stage. The involvement of China and historically, large US tech companies has only created further tensions and deepened inequality.

The violent and fraudulent national elections in 2023 saw major clashes between M23 and ADF. This again escalated in February 2024, creating a humanitarian disaster, political chaos and insecurity across the region. Education is not only indirectly affected by this conflict, but also actively targeted. Armed groups have seized 23 schools in the north Kivu region and directly attacked 10 schools (Save the Children, 2024). Teachers have also been kidnapped and students abducted on the way to school or in class. A further 29 schools have also been turned into emergency shelters for displaced civilians (Save the Children, 2024).

Conflict and its impacts on education:

Conflict also indirectly impacts on the right to education. Economic hardship often leaves children forced to work instead of going to school, with girls disproportionally affected. The long-term consequences of conflict can be felt by generations to long-term development setbacks and lack of opportunity (Mlaba, 2023). This leads to long term economic and social disruption, which in turn can trigger further conflicts in the future. Education and its relationship to conflict is often “complex, multi-scalar and non-linear” (Novelli & Cardozo, 2008), meaning that the impacts of conflict are often not immediately noticeable.

Emergency Education:

International efforts have been made to mitigate these effects by protecting education during conflicts and promoting conflict-sensitive education strategies (Mlaba, 2023). As an example of such mitigation efforts, UNICEF, the European Commission’s Civil Protection and Humanitarian Aid department (ECHO) and the Central Emergency Response Fund (CERF) have partnered up to construct three temporary learning spaces (UNICEF, 2024). In just a few weeks, with support from local communities, classrooms were constructed using wood and other readily available materials. These new spaces have allowed several dozen additional pupils to enrol. The temporary classes provide displaced children the opportunity to continue their education and benefit children from nearby families (UNICEF, 2024). On top of their academic studies, students are also learning essential social skills, such as interacting and building relationships with others outside their immediate community. Unfortunately, however, with around 3 quarter of a million children out of school because of this conflict, a lot more must be done to ensure all Congolese children have access to education (UNICEF, 2023).

Conclusively, To to ensure peace and development not only in the DRC, but across the globe, it is of paramount importance that education is prioritised for all children. By protecting education, investing in quality teachers, educating future generations about history and financing rebuilding projects, a more stable and equal society can be reached. While access to education is perhaps not the first issue that comes to mind when discussing the conflict in the DRC, it is highly important to use education as a tool to safeguard long-term stability and peace.

References

Brandt, C.O., Marchais, G., Mwakupemba, J.T., Moshonas, S. De Herdt, T. (2021). Why payroll fraud in the DRC’s education sector will be hard to fix. The Conversation.

https://theconversation.com/why-payroll-fraud-in-the-drcs-education-sector-will-be-hard-to-fix-162257

Center for preventative action (CFR). (May 15, 2024). Conflict in the Democratic Republic of Congo. https://www.cfr.org/global-conflict-tracker/conflict/violence-democratic-republic-congo

Lawal, S. (February 21, 2024). A guide to the decades-long conflict in DR Congo. Aljazeera. https://www.aljazeera.com/news/2024/2/21/a-guide-to-the-decades-long-conflict-in-dr-congo

Mlaba, K. (June 26, 2023). How do war & conflict impact education? Global Citizen. https://www.globalcitizen.org/en/content/how-do-war-conflict-impact-education/

Novelli, M., & Cardozo, M.T.L. (2008). Conflict, education and the global south: New critical directions. International Journal of Educational Development, 28(4), 473-488. doi.org/10.1016/j.ijedudev.2008.01.004

Save the Children. (2024, March 28). DRC: Violence in North Kivu forces over 500 schools to close, with teachers kidnapped and students terrified [Press release].

https://www.savethechildren.net/news/drc-violence-north-kivu-forces-over-500-schools-close-teachers-kidnapped-and-students-terrified

UNICEF. (March 29, 2023). Conflict in eastern DRC is having a devastating impact on children’s education. UNICEF [Press release].

https://www.unicef.org/press-releases/conflict-eastern-drc-having-devastating-impact-childrens-education

UNICEF. (2024). Education: every child has the right to go to school and learn.

https://www.unicef.org/drcongo/en/what-we-do/education

UNICEF. (February 22, 2024). A wish to return to school is realized. UNICEF

https://www.unicef.org/drcongo/en/stories/wish-return-school-realized

UNSECO. (January, 2024). Congo, Democratic Republic (DRC): Education Country Brief. International Institute for Capacity Building in Africa.

https://www.iicba.unesco.org/en/node/80#:~:text=According%20to%20the%20UNESCO%20Institute,and%2063.5%20percent%20of%20boys

Featured image by Doug Linstedt from Unsplash

current issues Democratic Republic of Congo M23

Academic Freedom in Zimbabwe: A concerning trend

Introduction

Academic freedom in Zimbabwe is currently at one of its lowest levels in history. Regionally, the country also ranks as having one of the lowest academic freedom index in sub-Saharan Africa (Academic Freedom Index, 2024). As a cornerstone for democratic and free societies, it is essential that students and scholars can pursue education, research and knowledge without the fear of repercussion. However, in Zimbabwe, academic freedom remains precarious, constrained by political interference, economic hardships, and legal ambiguities. This has profound implications for both human rights and education, as the suppression of academic freedom not only limits individual expression but also undermines the development of a society that values knowledge, critical thinking, and innovation.

A Historical Context of Suppression

Zimbabwe’s struggle with academic freedom has deep historical roots, tracing back to its colonial past. During the era of British colonial rule, the government employed various strategies to control academic discourse, including surveillance and deportation of academics deemed subversive (Mushawatu, 2023). This tactic continued post-independence, with the government of Robert Mugabe using similar methods to silence critics and maintain control. A major way in which Mugabe curtailed academic freedom was though the University of Zimbabwe Amendment Act of 1990, which reduced democratic freedom within universities, and made Mugabe officially the chancellor of all state universities in the country (Mashininga and Mukeredzi, 2019).

Since Mugabe’s ousting in the 2017 coup, academic freedom has continued to decline. In the last 7 years, deportation has resurfaced as a tool for stifling academic inquiry. This can be seen in case of the Good Governance in Africa (GGA) researchers being deported in 2023. These researchers, intending to study the political landscape around the critical August elections, were barred entry into the country (Mushawatu, 2023). This example illustrates a broader trend of how the current Zimbabwean government considers academic scrutiny as a threat, and not as an opportunity for greater societal freedom. This alarming use state power to limit academic freedom has far reaching consequences and without change, will continue to tarnish the right to education and freedom of opinion in Zimbabwe.

Legal and Constitutional Ambiguities

Zimbabwe’s constitution, which was adopted in 2013, clearly outlines fundamental rights regarding education and its protection as well as academic freedom. Section 75 of the constitution explicitly mentions the right to education, and that every citizen and permanent resident of Zimbabwe should have access to it (Zimbabwe Lawyers for Human Rights, 2019). Section 61 enshrines the right to freedom of expression, including the freedom of scientific research and creativity, however, Section 62 conversely restricts the right to access information for citizens and permanent residents only (Zimbabwe 2013 Constitution, 2013). This contradictory legal framework creates a loophole that allows the government to restrict foreign researchers’ activities under the guise of legal compliance (Mushawatu, 2023).

This legal ambiguity poses a significant threat to academic freedom, as it gives the government power to exclude foreign academics from participating in research on public institutions. This therefore restricts diverse opinion and discourse, and greater research on governance, human rights, and development in Zimbabwe. By limiting access to information and deporting researchers, the government not only contravenes the spirit of academic freedom but also undermines the pursuit of transparency and accountability.

Impact on Education and Human Rights

The suppression of academic freedom in Zimbabwe extends beyond the academic community, affecting the broader education system and society at large. Education is a fundamental human right, essential for the fruition of other rights and for the empowerment of individuals and communities. When academic freedom is curtailed, the quality of education suffers, as does the ability of students and scholars to engage critically with societal issues.

In Zimbabwe, the interference in academia illustrates a broader symptom of a culture of government suppression of opinion. In 2020, the Office of the United Nations High Commissioner for Human Rights (OHCHR) voiced concern over allegations that the authorities in Zimbabwe may have used the COVID-19 pandemic to limit freedom of expression and the right to peacefully assemble (UN News, 2020). While health workers were protesting for better working conditions and salaries, violent force was used against them, with many being arbitrarily arrested, including some journalists and members of the opposition party (UN News, 2020).

The recent elections further highlight a system that is suppressing human rights, political opposition and a peaceful democratic process. Although there were 11 candidates for the presidential campaign, the competition was seen as a contest between two main leaders. The first being Coalition of Change (CCC) leader Nelson Chamisa, and the second being Emmerson Mnangagwa, from the governing Zimbabwe African National Union – Patriotic Front (Zanu-PF) party (Nyoka, 2023). The Zanu-PF party has been in power since Zimbabwe’s independence and while they did oust Mugabe in 2017, many human rights advocates, such as Amnesty International and Human Rights watch have argued that little has changed politically (Nyoka, 2023). During the campaigning, CCC activist, Tapfumaneyi Masaya was kidnapped and murdered while another member of the party, lawmaker Takudzwa Ngadziore, was abducted and tortured (The Guardian, 2023). Chamisa later resigned, citing Zanu-PF infiltration of the CCC and corruption as the reason for his decision, ultimately leading Mnangagwa and the Zanu-PF party to victory (BBC News, 2024).

Parallels with Broader Human Rights Issues

The situation of academic freedom in Zimbabwe is reflective of broader human rights challenges in the country. Freedom House classifies Zimbabwe as “not free”, highlighting issues such as restrictions on freedom of speech, assembly, and the press (Freedom House, 2024). The suppression of academic freedom is part of this broader pattern of limiting civil liberties, which is characteristic of authoritarian regimes that prioritise control and power over openness and accountability. Therefore, Zimbabwe’s repression of academic freedom represents an assault on the right to education. In these contexts, education is not merely a victim of conflict and authoritarianism but a critical battleground where the struggle for rights, justice, and democracy plays out.

The Way Forward

To improve academic freedom in Zimbabwe, there must be a commitment to broader political and legal reforms. This includes revising the constitution and Zimbabwe’s legal framework, to provide unequivocal protection for academic freedom, including the rights of foreign researchers. Furthermore, the Zanu-PF government must recognise the value of academic freedom as a vital component of a thriving, democratic society and take steps to ensure that universities can operate free from political interference. If that is not possible, then the international community, including academic institutions, human rights organisations, and governments, should continue to condemn and act against infringements on academic freedom. By advocating for academic freedom in Zimbabwe, the global fight for the protection of education and human rights will be strengthened.

References:

Academic Freedom Index. Academic Freedom Index. 2024. https://academic-freedom-index.net/.

Mushawatu, Zachariah. Deportation as a Tool to Stifle Academic Freedom. University World News, August 25, 2023.  https://www.universityworldnews.com/post.php?story=202308242015511.

Mashininga, Kudzai and Mukeredzi, Tonderayi. Mugabe: From Glory to Misery, Especially for Students. University World News, September 14, 2019. https://www.universityworldnews.com/post.php?story=20190911161959567.

Zimbabwe Lawyers for Human Rights. What Is the Right to Education? Fact Sheet. 2019. https://www.zlhr.org.zw/wp-content/uploads/2017/01/2015-Right-to-Education.pdf.

Zimbabwe 2013 Constitution. Constitute Project. 2013. https://www.constituteproject.org/constitution/Zimbabwe_2013.

UN News. Zimbabwe: COVID-19 Must Not Be Used to Stifle Freedoms, Says UN Rights Office. United Nations, July 29, 2020. https://news.un.org/en/story/2020/07/1069011.

Nyoka, Shingai. Zimbabwe Elections 2023: What You Need to Know. BBC News, August 22, 2023. https://www.bbc.com/news/world-africa-65775996.

The Guardian. “Abducted Zimbabwe Opposition Activist Tapfumaneyi Masaya Found Dead.” The Guardian, November 14, 2023.  https://www.theguardian.com/world/2023/nov/14/abducted-zimbabwe-opposition-activist-tapfumaneyi-masaya-found-dead.

BBC News. “Nelson Chamisa: Zimbabwe Opposition CCC Leader Quits ‘contaminated’ Party.” BBC News. January 25, 2024. https://www.bbc.com/news/world-africa-68095685.

Freedom House. Zimbabwe. Freedom House, 2024. https://freedomhouse.org/country/zimbabwe/freedom-world/2024.

Featured Photo by Santi Vedrí on Unsplash

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