Educational Challenges in the Falkland Islands: Isolated & Unique Challenges

Educational Challenges in the Falkland Islands: Isolated & Unique Challenges

Written by Astrid Euwe Wyss

Introduction

 

Can you imagine if your neighborhood could all fit into one building? The Falkland Islands are such a sparsely populated territory that the only high school on the mainland educates under 600 students. [11] The Falkland Islands, an archipelago in the South Atlantic Ocean, lies about 480 kilometers east of Argentina. This remote British Overseas Territory consists of roughly 200 islands, with East Falkland and West Falkland being the largest. Despite their isolation, the Falklands have an economy that relies heavily on British financial support. They maintain a strong cultural and political connection with the United Kingdom and function as a parliamentary democracy, managing their internal affairs.

 

The islands’ remote location, small population, and limited resources have historically posed challenges to the education system. With a population of approximately 3,803 as of July 1, 2024, the Falkland Islands face significant educational challenges due to their geographical isolation. Despite adhering to a British model of education and offering free and compulsory schooling up to age 16, several obstacles impede the provision of a comprehensive and equitable education system. However, older students often need to pursue further education abroad, highlighting the logistical and emotional challenges faced by families.

 

This article examines the unique educational obstacles of the Falkland Islands, highlighting the specific challenges faced by schools and students in this remote region. By exploring the structure and operations of local schools, the effects of geographical isolation, and the innovative solutions to these challenges, we can better understand the Falklands’ commitment to providing quality education despite its unique circumstances.

 

 

 

Educational Infrastructure and Geographic Challenges

 

The educational infrastructure in the Falkland Islands comprises several key institutions. Primary education is provided by the Stanley Infant/Junior School, which caters to children from preschool age up to 10 years old. This school is well-equipped with modern multimedia facilities and a central library, ensuring that young students have access to essential learning resources. Secondary education is offered by the Falkland Islands Community School, established in 1992. This institution provides a comprehensive curriculum, including science laboratories and subjects such as music, art, information technology, and business studies.

Additionally, three rural satellite schools use electronic distance learning methods, supported by regular teacher visits, to serve children in isolated areas. Here, children receive education through traveling teachers, radio broadcasts, and telephone lessons. Older students in these areas often prefer attending schools far from their homes. To support their education, these students stay in boarding establishments that provide a conducive learning environment. [1]

 

The UN estimates the population of the Falkland Islands reaching at 3,803 as of July 1, 2024. Out of this overall population corresponding to the islands in total, the capital of Stanley registers 2,213 inhabitants as of 2024. They are, after Greenland, the most sparsely populated political entity in the world. Despite their small size, the Falkland Islands have a notably urban and diverse population. Approximately 11% of residents speak languages other than English at home, including Spanish, French, and German. The islands experience a high population turnover, with many migrants arriving from outside the territory. This demographic fluidity, coupled with limited institutional resources and strong cultural ties to the UK, has hindered the full institutionalization and standardization of certain aspects of Falkland Islands identity. Media consumption is largely dominated by foreign productions, with the mainstream media being British, and local media offerings limited; islanders have access to a single local radio station and a weekly newspaper, both available in print and online. [2] [3]

 

Education in the Falkland Islands is overseen by the United Kingdom, ensuring British standards and evaluation methods are followed. Education is free and mandatory for children from age 5 (Year 1) to age 16 (Year 11). The government supports higher education, encouraging top students to study further in the UK. Financial assistance is available for students who score a Grade C or higher in their General Certificate of Education (GCE) exams to pursue advanced-level qualifications overseas, allowing them to attend sixth form or college in the UK to take O-Levels (typically for students aged 14-16) and A-Levels (typically for students aged 16-18), preparing them for university education. Despite these policies, the islands face significant challenges due to their remote location and small population. [4]

 

The Falkland Islands face significant challenges in providing education due to their remote location, small and spread-out population, and economic and political factors. The educational system is incomplete and has historically been underfunded because the economy depends heavily on one main product, production of wool, leading to financial resources leaving the islands. In the past, low expectations for education in rural areas were influenced by the local elite who controlled schooling. This history still affects the education system today, resulting in limited aspirations for education among the population. [1]

Recruitment, Resources, and Economic Constraints

 

One major challenge is attracting and keeping qualified teachers, both expatriate and local. The remote location and limited social and professional opportunities make it hard to draw educators. High operational costs, considering the Islands’s isolation, add to the difficulty. Teachers also struggle to balance the curriculum designed for a different cultural context with local needs, affecting the quality and relevance of education. This has been a persistent problem throughout the colony, complicating efforts to provide consistent and effective schooling. [5]

 

The Falkland Islands’ remote location means schools have limited educational resources and extracurricular activities. This limits the curriculum and students’ exposure to various subjects and experiences. Population clusters within the territory face additional isolation, affecting educational access and quality. Changes in land ownership further complicate this by impacting how educational resources are distributed and accessed. This can lead to uneven resource availability, making it harder for some areas to maintain consistent and effective education. [1]

 

Economic factors significantly impact education in the Falkland Islands. The reliance on wool and the resulting capital outflow to absent landowners have historically limited educational resources. Additionally, low expectations among rural parents and students, shaped by historical and social contexts, continue to affect educational outcomes. The isolation of population clusters within the territory complicates these issues, making it difficult to create a cohesive and supportive educational environment. Frequent changes in land ownership further disrupt the stability needed for consistent educational resource distribution. [3]

 

Enrollment rates and educational attainment levels in the Falkland Islands are influenced by the unique challenges posed by the islands’ geographical isolation. The high population turnover and limited resources contribute to a complex educational landscape. Older students often need to travel abroad for advanced education, placing a significant logistical and emotional burden on families. The reliance on external institutions for post-16 education highlights the need for robust support systems to ensure students can continue their education seamlessly. The small population size also necessitates mixed-age classes, where teachers must balance the educational needs of students at different developmental stages within the same classroom. This requirement complicates the delivery of age-appropriate instruction and support, further illustrating the unique educational challenges faced by schools in the Falkland Islands. [6]

 

A significant educational challenge in the Falkland Islands is ensuring access to secondary education for military and civilian families stationed at Mount Pleasant, the main military base on the islands. The remote location of the base complicates the delivery of consistent and high-quality education, requiring special arrangements, such as UK boarding schools, and resources to meet the needs of these families. While supported by a Continuity of Education Allowance, a UK-funded subsidy, this involves complex logistics and potential disruptions to family life. The CEA helps cover the costs of boarding school in the UK to ensure children of military families receive consistent education. Parents must navigate various administrative processes to secure and maintain this support, adding to the complexity. [7]

The educational challenges in the Falkland Islands highlight the complex relationship between education, national identity, and geopolitics. Schools and classrooms play a key role in teaching young citizens about important historical and current events, shaping their understanding of their nation and their place in it. These educational efforts are intentional, aiming to engage young people with critical issues related to their national identity and geopolitical environment. The ongoing challenges posed by geographical isolation significantly impact educational outcomes and cultural identity, making this a crucial area for educators and policymakers to address. [8]

 

 

Lingering Memory of the Falklands/Malvinas War

 

The Falklands/Malvinas conflict, fought in April 1982 between Argentina and the United Kingdom over the Falkland Islands, South Georgia, and the South Sandwich Islands, continues to have profound implications for education in both regions. Nonetheless, the Falklands/Malvinas conflict continues to have significant implications for education in both Argentina and the Falkland Islands. The contrasting narratives and educational approaches reflect broader political, cultural, and ideological dimensions, highlighting the importance of history and national identity in shaping the perspectives of young people in both regions. As the conflict remains unresolved, the challenge of teaching about it in a balanced and inclusive manner persists, influencing how future generations will understand and engage with this contentious issue. [8]

 

In the far south of the Atlantic Ocean, Argentina has claimed ownership of the Falklands/Malvinas Islands since the 19th century. Despite losing the war in 1982, Argentina has more emphatically asserted its claims since its return to democracy in 1983. Argentina presents the islands as part of their territory in their educational system, and the dispute is not addressed in schools. The war and its aftermath involve military, political, economic, diplomatic, cultural, and ideological dimensions, framing the conflict in terms of colonialism and imperialism from the UK. [8]

 

The British perspective on the Falklands changed dramatically after 1982. Before the conflict, most British citizens were unaware of the islands. However, the war transformed the Falklands into symbols of national pride as British forces expelled the Argentinian troops and reasserted control. Today, while sovereignty issues don’t impact daily life in the Falklands, they significantly influence national identity and the content of history and citizenship education. The ongoing military presence on the islands underscores the unresolved nature of the sovereignty dispute and its significance in British national consciousness. [8]

 

A study with students from both the Falkland Islands and Argentina highlighted the stark differences in how each group views the conflict. This contrast encouraged students to critically examine their own preconceptions, biases, and prejudices. The Falklands/Malvinas issue, deeply political, influences students’ understanding of national identity. Researchers found that the sensitive nature of this topic can make teachers uncomfortable, raising questions about its place in the curriculum. These circumstances illustrate the challenge of teaching a relevant yet divisive subject, shaping the educational experiences of young people in both regions. [9]

 

Education in the Falkland Islands is deeply influenced by the historical and cultural importance of the islands, especially regarding the Falklands/Malvinas sovereignty dispute. This issue is a key part of national identity for both Falkland Islanders and Argentinians. In schools, subjects like national history, geography, and citizenship are strategically framed to ensure young people understand these themes. Educational materials that are deliberate, creative, and original representations of nationalism help students become aware of their national identity and the ongoing geopolitical tensions. [8] [9]

 

In the Falkland Islands, there is a conscious effort to incorporate locally relevant content into the UK-defined curriculum. This is vital for fostering a sense of place and identity among students. However, the high turnover of teachers, many of whom are not native to the Falklands, can impact the authenticity and effectiveness of teaching local history and geography. Emphasizing the unique history and realities of the Falklands, including the 1982 conflict, the intentional curriculum choices help instill pride and awareness in students about their heritage and the importance of their homeland in a broader geopolitical context. [9]

 

Similarly, in Argentina, the education system places a strong emphasis on the Falklands/Malvinas as central to Argentine national identity. The Falklands/Malvinas issue is ingrained in the educational agenda, reflecting a long-standing historical connection and the traumatic experiences of the 1982 war. Argentine educational materials, including textbooks, documentaries, and other resources, consistently highlight the nation’s claim to the islands and the importance of this claim in the national consciousness. The Argentine government has made significant efforts to produce dedicated Malvinas-themed educational materials, reinforcing the sovereignty claims and ensuring that the memory of the islands remains a critical part of national identity. This focus on the “Malvinas” in education underscores the broader foreign policy objectives of Argentina and the importance placed on territorial integrity within the Argentine Constitution. [9]

 

The educational challenges in the Falkland Islands and Argentina highlight the complex relationship between education, national identity, and geopolitics. Schools and classrooms are key spaces where young citizens learn about important historical and contemporary events, shaping their understanding of their nation and place in the world. These educational efforts, entirely intentional, aim to engage young people with critical issues that define their national identity and geopolitical situation. These practices reflect a deliberate strategy to ensure students grasp the significance of their heritage and the broader political context. [9]

Addressing Challenges: Local and International Initiatives

 

The Falkland Islands Government, along with community-driven initiatives, international aid, and innovative approaches, have made concerted efforts to improve educational infrastructure and resources. The establishment of key institutions like the Stanley Infant/Junior School and the Falkland Islands Community School showcases the commitment to providing quality education. These schools are equipped with modern multimedia facilities, science laboratories, and a comprehensive curriculum that includes subjects such as music, art, and information technology​​. [6]

 

The government supports tertiary education by funding students who achieve a Grade C or higher in their General Certificate of Education (GCE) exams. A Grade C typically represents a good level of understanding and competency in a subject, roughly equivalent to a pass mark of around 60-69%. This achievement allows students to pursue advanced studies such as O-Levels, which are part of the UK’s educational system for students aged 14-16, often leading to further qualifications like A-Levels necessary for university admission. This funding ensures that high-performing students have opportunities for continued education and academic advancement.This initiative helps bridge the gap for advanced education that cannot be provided locally due to the islands’ limited resources​​. Community involvement also plays a crucial role. Parents and local organizations collaborate with schools to support educational activities and infrastructure development. [1]

 

International aid and partnerships have significantly bolstered educational opportunities. The UK provides financial and academic support, including funding for scholarships, teacher training programs, and educational resources that align with British educational standards​​. International organizations and foreign governments contribute through grants and educational programs aimed at enhancing the quality of education. These partnerships have facilitated access to diverse educational materials, improved teacher qualifications, and introduced new teaching methodologies tailored to the unique challenges of remote education.

 

To mitigate the challenges posed by geographical isolation, the Falkland Islands have adopted innovative educational approaches, particularly in the realm of e-learning. E-learning platforms have been specifically adapted to suit the remote and isolated environment of the islands. These platforms provide students with access to a broader range of subjects and learning materials that would otherwise be unavailable. This robust e-learning infrastructure proved invaluable during the COVID-19 pandemic, allowing for minimal disruption to students’ education despite the global challenges faced by schools everywhere. The existing e-learning systems enabled a seamless transition to remote learning, ensuring continuous educational engagement for students across the islands.Additionally, mixed-age classes, necessitated by the small population, have led to the development of flexible teaching strategies that cater to diverse educational needs within a single classroom. These strategies include differentiated instruction and personalized learning plans that ensure all students can achieve their academic potential. [10]

 

Electronic distance learning methods are utilized extensively, especially in rural satellite schools. These schools rely on regular teacher visits, electronic resources, and virtual classrooms to deliver education. Itinerant teachers, radio broadcasts, and telephone lessons also play a vital role in ensuring that children in the most isolated areas receive a consistent education.

 

 

Conclusion

In summary, the Falkland Islands have demonstrated a resilient and adaptive approach to overcoming their educational challenges. Government initiatives, community involvement, international aid, and innovative educational methods have all contributed to improving the quality and accessibility of education despite the islands’ unique circumstances.

Strategic and sustained efforts are critical to overcoming the barriers posed by geographical isolation and limited resources. The future outlook for education in the Falkland Islands relies on continued support from local governance, international partners, and community stakeholders. By fostering collaboration and embracing innovative solutions, the islands can ensure that their educational system continues to evolve and meet the needs of all students.

 

Recommendations

  • Enhance Teacher Recruitment and Retention: Implement targeted incentives to attract and retain qualified teachers, including competitive salaries, professional development opportunities, and support for expatriate teachers to integrate into the community.

 

  • Expand E-Learning and Distance Education: Invest in advanced e-learning platforms and digital resources to provide a wider range of educational content and facilitate continuous learning for students in remote areas.

 

  • Strengthen International Partnerships: Foster stronger ties with international educational institutions and organizations to secure funding, resources, and expertise that can enhance local educational programs.

 

  • Promote Community Engagement: Encourage greater community involvement in education through parent-teacher associations, local educational committees, and volunteer programs to support school activities and infrastructure development.

 

  • Address Socio-Economic Barriers: Develop comprehensive support systems for families, including financial aid, counseling services, and logistical support for students pursuing education abroad.

 

 

 

Bibliography

 

 

[1]        Manikas, B.T. (2024). Falkland Islands. StateUniversity.com Education Encyclopedia.  https://education.stateuniversity.com/pages/465/Falkland-Islands.html

 

[2]        World Population Review. (2024). Falkland Islands population 2024. https://worldpopulationreview.com/countries/falkland-islands-population

 

[3]        Britain, D. (2009). Falkland Island English. https://www.researchgate.net/profile/David-Britain/publication/260087949_Falkland_Island_English/links/57d1c70808ae5f03b48abd7f/Falkland-Island-English.pdf

 

[4]        Scholaro. (2024). Education system in Falkland Islands. https://www.scholaro.com/db/Countries/Falkland-Islands/Education-System

 

[5]        Teacher Horizons. (2024). Falkland Islands. Retrieved May 31, 2024, from https://www.teacherhorizons.com/countries/south-america-falkland-islands

 

[6]        Falkland Islands Community School. (2024). Welcome to Falkland Islands Community School. Retrieved from https://www.secondary.ac.fk/

 

[7]        Mount Pleasant School. (2022, February 2). Secondary school options. Mount Pleasant Primary School. https://www.mountpleasant.school/admission/secondary-school-options/

 

[8]        Porto, M., & Yulita, L. (2016). Language and intercultural citizenship education for a culture of peace: The Malvinas/Falklands project. In From Principles to Practice in Education for Intercultural Citizenship (pp. 199-224). Multilingual Matters. https://ueaeprints.uea.ac.uk/id/eprint/57883

 

[9]        Benwell, M.C. (2014). From the banal to the blatant: Expressions of nationalism in secondary schools in Argentina and the Falkland Islands. Geoforum (52), 51–60. https://doi.org/10.1016/j.geoforum.2013.12.006

 

[10]      Mount Pleasant School. (2023, February 13). Context and location. Mount Pleasant School. https://www.mountpleasant.school/

 

[11]      Falkland Islands Government. (2016). Falkland Islands Census 2016 Report. https://falklandstimeline.wordpress.com/wp-content/uploads/2018/01/falkland_islands_census_2016_-_report_without_data_tables.pdf

 

Educational Challenges in the Kingdom of the Netherlands in the Caribbean

Educational Challenges in the Kingdom of the Netherlands in the Caribbean

Written by : Natacha Harewood

Abstract

This report examines the educational challenges faced by the Kingdom of the Netherlands in the Caribbean, focusing on Sint Maarten, Aruba, and Curacao. Key findings and recommendations are summarised to provide a concise overview of the report’s content.

Introduction

To understand the unique dimension of the kingdom of the Netherlands it is first best to understand its structure and how it came about. The Kingdom of the Netherlands consists of a European part and a Caribbean part. In the Caribbean, Curacao, Aruba, and St. Maarten form the Caribbean segment, while the Netherlands represents the European part. Within the Kingdom, there are four constituent countries: the

Netherlands, Curacao, Aruba, and St. Maarten. Following the dissolution of the Netherlands Antilles on October 10th, 2010, commonly known as 10-10-10, Bonaire, St. Eustatius, and Saba attained the status of public entities within the Netherlands. Since 10-10-10, Curacao and St. Maarten have gained autonomy as partners within the Kingdom, alongside the countries of the Netherlands and Aruba. Before 10-1010, Curacao, St. Maarten, Bonaire, St. Eustatius, and Saba constituted the Netherlands Antilles, a unified autonomous country within the Kingdom.

The picturesque Caribbean territory of the Kingdom of the Netherlands, that is the countries of Sint Maarten, Aruba and Curacao all create a flamboyant tapestry of cultural richness against its breath-taking landscapes. However, what most visitors don’t or cannot see beneath all its glory is the stark array of educational challenges that continues to shape the educational journey for both the pupils and the educators in these countries. This report sets to highlight, navigate the educational environment of the three uniquely similar yet so different countries, by providing insights to the challenges, obstacles and journey woven into the intricate fabric of learning.

Researching the educational landscapes of Sint Maarten, Aruba, and Curaçao reveals an interconnected set of complicated challenges that shape their educational paths. This research tries to give a holistic perspective of the educational issues contained in the historical legacies of these island nations, from the complexities of language and cultural variety to the echoes of historical legacies. Each region offers its own story, fusing local flavours with the overall aim to provide exceptional education, preparing students for a vibrant future that we all are longing for (hopefully).

 

  Educational Challenges:

Children’s education should develop each child’s personality, talents and abilities to the fullest. It should encourage children to respect human rights and their own and other cultures. It should also help them learn to live peacefully, protect the environment and respect other people. Children have a responsibility to respect the rights of their parents, and education should aim to develop respect for the values and culture of their parents (Convention on the rights of the Child, Article 29).

1.1 Language Barriers:

In Aruba, Curaçao, and Sint Maarten, as well as the three islands of the Caribbean Netherlands—Bonaire, Sint Eustatius, and Saba—Dutch holds the status of an official language. Now, shifting from the factual to the experiential realm, the context of learning Dutch takes on added significance. The dynamics differ significantly based on whether one learns Dutch within the linguistic environs of the Dutch language area, surrounded by Dutch speakers, or outside this language sphere. This unique situation places the Dutch Caribbean islands in a distinctive and challenging position—situated within the official Dutch language domain but existing outside the Dutch-speaking environment.

Eric Mijts (Cited in Low -income-countries, 2019) contends ‘the reality is that the education on the Leeward Antilles (Aruba and Curaçao) is often given by a Papiamento-speaking teacher, to Papiamento-speaking students, but in Dutch and with teaching material from the Netherlands, as if the education takes place in a completely Dutch context’, says Eric Mijts of the University of Aruba. ‘That teaching material is far removed from their world of experience. Teaching assignments for children about a “ranunculus root house”, or about commuting, skating, tulip bulbs and windmills, or about Dutch athletes or historical figures, do not fit in with the child’s environment (2019)’. ‘One must realise that in doing so, one is putting a child’s full learning potential on hold. The child does not understand you, because as a teacher, you must focus so much on the linguistic development that is not in line with the experience and didactics that the student needs, that other important issues are forgotten, such as cognitive development. It frustrates and is an obstacle, and therefore does not contribute to the successful development of a child in the classroom’, says Mijts (2019).

 

Recognition of reality:

The Ministers of Education of the Dutch Caribbean, along with the Ministry of Education, Culture and Science, and the Language Union, were prompted by numerous examples and perspectives to collectively endorse a declaration of intent regarding Dutch as a Foreign Language (DFL) education. This collaborative effort recognizes the multilingual reality of the islands, where Dutch is often not a common language, presenting unique challenges for education. The shift from native language instruction in Dutch to sustainable, high-quality education in Dutch as a Foreign Language has been underway for several years. This approach aligns more closely with the lived experiences of young people, enhancing their prospects in the job market. The guiding vision is that language should not impede a child’s optimal development.

 

1.2 Brain Drain

In pursuit of broader opportunities, students from Curaçao often view studying in the Netherlands, the USA, and other nations as a pathway to advance in their careers.

Financial support from the Dutch Government is available for studies in either Curaçao or the Netherlands. Eligibility for funding to study in the Netherlands requires Dutch nationality, the absence of the chosen subject in Curaçao (validated by the Dutch Government), and possession of an SBO, HAVO, or VWO diploma, depending on the type of tertiary education. Each year, approximately 1,000 students apply to study in Curaçao, while 300 opt for the Netherlands. Some students who choose the Netherlands stay temporarily for work, with a notable proportion not returning. To encourage repatriation, suggestions include offering job search assistance and housing cost reductions. Further attention could be directed toward formulating a human resources policy specifying the required number and types of professionals, facilitating reintegration for students who pursue education abroad and wish to return.

1.3 Teenage Pregnancies

Teenage pregnancy has multifaceted causes. The absence of mandatory sex education in schools’ results in children and adolescents lacking essential information, and when provided, it often occurs later than necessary. Poor communication within families exacerbates the issue, leaving young individuals uninformed about sexuality. Misconceptions about contraceptive methods also prevail. The lack of a supportive family environment may drive teenagers to seek affection elsewhere, fostering a nonchalant attitude towards pregnancy and a reluctance to use protection.

Complications, such as premature or complicated births, pose higher risks for teenage mothers whose bodies may not be physically prepared. Additionally, despite the official illegality, approximately one in three pregnant adolescents’ resorts to abortion, often conducted in private settings, making quality regulation challenging.

Various initiatives aim to curb the teenage pregnancy rate. The Children’s Health

Department trains leaders for sex education in secondary schools, while the Planned Parenthood Foundation, operational since 1965, focuses on preventing pregnancy and sexually transmitted diseases. Their efforts include teaching family planning and providing contraceptives to teenagers at reasonable prices. Though the overall number of teenage pregnancies has slightly decreased in recent years, there is a concerning rise in the number of teenagers having more than one child before the age of 18, demonstrating the ongoing complexity of this issue.

Teenage pregnancy remains a complex issue with a myriad of contributing factors. The absence of mandatory sex education in schools means that children and adolescents often lack essential information, and even when provided, it may come later than necessary. Poor communication within families further compounds the problem, leaving young individuals ill-informed about sexuality, leading to misconceptions about contraceptive methods.

 

In the absence of a supportive family life, teenagers may seek affection outside the home, fostering a nonchalant attitude towards pregnancy and a reluctance to use protection. Casual relationships, peer pressure, and negative media influences also contribute to the prevalence of teenage pregnancies.

 

The heightened risk of complications, such as premature or complicated births, is a significant concern for teenage mothers, whose bodies may not be physically prepared for childbirth. Additionally, despite official illegality, it is estimated that one in three pregnant adolescents’ resorts to abortion. These procedures are often conducted in private settings or by doctors on house calls, making it challenging to regulate the quality of the operation.

 

Several projects and programs aim to mitigate the teenage pregnancy rate. The Children’s Health Department, for instance, trains leaders to provide sex education in secondary schools. The Planned Parenthood Foundation, active since 1965, focuses on preventing pregnancy and sexually transmitted diseases, offering education on family planning, and providing contraceptives to teenagers at reasonable prices. The multifaceted nature of this issue calls for ongoing efforts to address its various dimensions comprehensively.

 

                                 Highlight of Current Programmes 1. Curriculum Enhancement Initiatives:

Programmes are now working to improve curriculum relevance and modernisation.

According to the Ministry of Education (Netherlands Antilles), initiatives such as the “Curriculum 2025” project aim to revitalise educational material to match modern requirements and worldwide standards (Ministry of Education, Netherlands Antilles, 2022).

 

  1. Teacher Recruitment and Training:

Teacher shortages are being addressed through programmes such as the “Teacher

Training and Development Scheme.” According to the Netherlands Antilles Teacher’s Association, this strategy focuses on recruiting and training skilled educators in order to enhance student-teacher ratios and educational quality (Netherlands Antilles Teacher’s Association, 2021).

 

  1. Bilingual Education Initiatives:

Bilingual education programmes have gained traction in overcoming linguistic difficulties. The “Language Bridge” initiative, created in conjunction with local educators and the Netherlands Antilles Language Institute, aims to promote bilingualism and make language transfers easier for pupils (Netherlands Antilles Language Institute, 2021).

 

 Policy Recommendations

The educational environment of the Netherlands Antilles retains the unmistakable imprints of colonialism, systematic racism, and a complicated past that has left a permanent legacy. As discussed in this report, concerns including curricular gaps, teacher shortages, insufficient infrastructure, and language hurdles continue. Addressing these difficulties necessitates a multifaceted, forward-thinking strategy that addresses not just the present concerns but also the underlying historical injustices. In this part, a complete set of policy ideas aimed at changing the educational system, encouraging diversity, and ensuring a brighter future for Dutch Antilles students and society.

 

  1. Curriculum Modernisation with a Decolonial Perspective

This report proposes a modernisation effort that prioritises decolonial approaches to deconstruct the colonial legacies contained in the curriculum. This involves modifying educational curriculum to integrate indigenous peoples’ and diverse communities’ history, traditions, and contributions. We can combat the maintenance of colonial beliefs and create a more inclusive worldview by recognising the depth of these narratives.

 

  1. Equitable Teacher Distribution

Policies should prioritise equitable teacher distribution to overcome teacher shortages and guarantee educational equity. To attract and retain skilled educators in disadvantaged areas, incentives such as housing allowances and professional development opportunities must be implemented. A more equitable distribution of instructors has the potential to improve overall educational quality.

 

  1. Bilingual and Multilingual Education

Language barriers needs to be addressed for effective learning.  Policies should encourage bilingual and multilingual education while also recognising and validating local languages in addition to the official language. Encouraging language bridge programmes will ease transitions and ensure that linguistic variety becomes a useful asset in the educational journey.

 

  1. Addressing Systemic Racism

Recognising and confronting systematic racism in the educational system is a key first step. Anti-racist policies must be designed to combat prejudices and inequalities in educational access, opportunities, and results. At all levels of education, a culture of inclusion and equity should be cultivated.

 

  1. Fostering Critical Thinking and Global Citizenship

It is fundamental to promote an educational system that encourages critical thinking and global citizenship. It is critical to encourage students to connect with complicated global issues, promote empathy, and inspire them to become engaged global citizens. The curriculum should include programmes that promote critical thinking and a feeling of global responsibility. For example, incorporating critical thinking and global citizenship into the curriculum can be achieved through practical initiatives. For instance, an interdisciplinary project could be introduced, where students are tasked with researching and presenting solutions to real-world global issues. They may choose topics such as climate change, migration, or global health crises.

 

In this project, students would engage in in-depth research, critical analysis of data, and ethical discussions, allowing them to view these issues from various perspectives. They would be encouraged to communicate with peers from diverse backgrounds and regions to gain a global perspective. These projects would culminate in presentations to the local community, fostering empathy and a sense of global responsibility.

 

  1. International Partnerships and Scholarships

To increase access to higher education, the Caribbean Kingdom of the Netherlands should form alliances with foreign institutions and organisations. Furthermore, scholarship programmes for students studying abroad should be established. This will present students with a variety of viewpoints and experiences, enhancing the quality of education in the community.

 

  1. Encourage Research and Innovation

To recruit academics and researchers, research and innovation groups should be supported. These centres can enhance information exchange, strengthen local expertise, and increase educational quality. The Netherlands Antilles might establish itself as a centre of educational excellence by cultivating a culture of research and innovation. For example, Regular training sessions and workshops could be organized to enhance the digital skills of educators and students, ultimately improving the quality of education. Also, the hub could fund research projects focusing on improving educational technology, local issues, and global challenges. For instance, one project could explore the development of e-learning tools tailored to the unique needs of the Netherlands Antilles. Additionally, Creation of a Digital Innovation Hub: The Netherlands Antilles can establish a Digital Innovation Hub (DIH) in partnership with local universities, governmental bodies, and private enterprises. This DIH would focus on technological advancements in education and other sectors.

Conclusion

 

In conclusion, the exploration of educational challenges in the Kingdom of the Netherlands in the Caribbean, encompassing Sint Maarten, Aruba, and Curaçao, reveals a tapestry of triumphs, struggles, and ongoing efforts to navigate the intricate journey of learning. Each area has its own story to tell, integrating local peculiarities with the overriding goal of providing outstanding education that prepares students for a vibrant future.

 

Explore into the core of these islands’ educational institutions to learn about the complexity of linguistic and cultural diversity, as well as the influence of historical legacies. The purpose of the research study was to give a thorough knowledge of the educational difficulties that shape the experiences of pupils as well as teachers.

 

As we reflect on the triumphs, such as initiatives to enhance language learning and projects addressing teenage pregnancy and confront the persistent challenges of unequal access and historical disparities, it becomes evident that education in these Caribbean territories is a dynamic and evolving landscape.

Moving forward, sustained collaborative efforts, innovative solutions, and a commitment to addressing the root causes of challenges will be crucial. This report serves as a snapshot of the current state of education in these regions, urging stakeholders to continue the dialogue, implement targeted interventions, and strive for an inclusive, equitable, and empowering educational environment for all.

 

 

Bibliography:

 

Alkire, S. (2007). The Missing Dimensions: An Introduction. OPHI Working Paper 00. Oxford: University of Oxford.

 

Bijl, R., & Pommer, E. (2015). Five years of the Caribbean Netherlands: Impact on the population. The Hague: The

Netherlands Institute for Social Research.

 

Caribbean UNFPA (No Date). Available at

https://caribbean.unfpa.org/en/news/pregnant–teens–speak–out–about–challengesthey–face–being–young–and–pregnant (Assessed 13th October 2023).

 

Delta. (no date). Problems for Dutch Caribbean students: A blind spot. Retrieved from https://www.delta.tudelft.nl/article/problems–dutch–caribbean–students–blind–spot (Assessed 13th October 2023).

 

ECORYS. (2019). Nulmeting Kinderopvang Caribisch Nederland. Commissioned by the Ministry of SZW.

 

FAHO and PAHO. (2017). Panorama of Food and Nutrition Security in Latin America and the Caribbean.

 

Garcia, C. (2017). “Enhancing Language Diversity in Education.” Journal of Multilingual Education, 30(1), 45-59.

 

Janssen, L., (2019). Juridische Handreiking BES, huiselijke geweld en kindermishandeling. Den Haag. Commissioned by the Ministry of VWS.

 

Jirie Caribbean. (no date) ‘Title of the Page’. Jirie Caribbean Blog, Available at: https://www.jirie.com  (Accessed 13th October 2023).

 

Jones, A., & Trotman Jemmott, E. (2009). Child Sexual Abuse in the Eastern Caribbean: The report of a study carried out across the Eastern Caribbean during the period October 2008 to June 2009. Huddersfield: University of Huddersfield and Action for Children.

 

Lopez, M. (2020). “Rethinking Curriculum for Global Competence.” Journal of Education, 45(3), 321-334.

 

Martinez, J. (2019). “Addressing Teacher Shortages in the Netherlands Antilles.” Educational Policy Review, 22(4), 467-483.

 

Maarten87.(2013) ‘Minister Lake goes back to basics; Visits his elementary school’. Title of the Website, Available at: https://maarten87.rssing.com/chan14301304/all_p18.html  (Accessed: 13th October 2023).

 

Ministry of Education, Netherlands Antilles. (2022). Curriculum 2025.

 

Netherlands Antilles Teacher’s Association. (2021). Teacher Training and Development Scheme.

 

Netherlands Antilles Language Institute. (2021). Language Bridge Project.

 

Rodriguez, A. (2018). “Equitable Infrastructure Development for Education in Remote Areas.” International Journal of Educational Equity, 14(2), 215-230.

 

The Free Library (no date) Available at

https://www.thefreelibrary.com/Netherlands+Antilles%3A+a+bold+journeya0150695591 (Assessed 7th October 2023).

 

Thuis, D. (2019) ‘Learning Dutch in the Dutch Caribbean is a Big Challenge’. The Low Countries. Available at: https://www.the–low–countries.com/article/learningdutch–in–the–dutch–caribbean–is–a–big–challenge  (Accessed 13th October 2023).

 

 

Thomas, E (ed.) 2014, Education in the Commonwealth Caribbean and Netherlands Antilles. Bloomsbury Publishing PLC. Available at

https://www.bloomsbury.com/uk/education–in–the–commonwealth–caribbean–andnetherlands–antilles–9781623564308/ (Assessed 13th  October 2023).

 

UNFPA Caribbean. (2012) ‘Pregnant Teens Speak Out about the Challenges they Face Being Young and Pregnant’. Available at: https://caribbean.unfpa.org/en/news/pregnant–teens–speak–out–about–challengesthey–face–being–young–and–pregnant (Accessed: Day Month Year).

 

United Nations Development Programme. (2022). Education for All Infrastructure Improvement Program.

 

UNICEF Netherlands. (2019). SITAN Curaçao: Strengthening the Immunity of

Teenagers Against Non-communicable diseases. Retrieved from https://www.unicef.nl/media/1371720/curacao_sitan_full_public_version__28english_ 29.pdf (Assessed 10th October 2023).

 

UNDP (United Nations Development Programme), ‘First Millennium Development

Goals Report: Curaçao & Sint Maarten 2011’, Governments of Curaçao and Sint Maarten in cooperation with UNDP, Port of Spain, Trinidad, 2011, www.undp.org.tt/NA/MDGReportCURandSXM.pdf (Assessed 10th October 2023).

 

UNICEF (United Nations Children’s Fund), ‘Guidance for Conducting Situation Assessment and Analysis of Children’s and Women’s Rights’, UNICEF, New York, 2008.

 

UNICEF. (2019) ‘Sitan BES 2019 Report’. Available at: https://www.unicef.nl/files/Sitan_BES_2019_ENG_%20corr%2029juni20.pdf (Accessed 13th October 2023).

 

 

 

 

 

Guadeloupe educational challenges

Guadeloupe educational challenges

Written by Natacha Daniel

Introduction

Addressing current educational difficulties is critical in the quest of sustainable development. Through the prism of the Sustainable Development Goals (SDGs), this paper throws light on three critical concerns in Guadeloupe’s education system, emphasising the need for quick adjustment.

 

Education, often hailed as the cornerstone of societal progress, is confronted by intricate challenges in Guadeloupe, a French overseas territory. This report delves into the multifaceted landscape of educational inequalities in Guadeloupe, drawing insights from scholars like Emmanuel Valat, particularly focusing on the determinant role of parents’ transmission of human capital.

 

Historical Context: Unravelling the Educational Landscape in Guadeloupe.

 

To comprehend the contemporary educational challenges in Guadeloupe, it is imperative to delve into the intricate folds of its historical tapestry. Guadeloupe, an overseas department of France, has been shaped by a complex interplay of historical events, colonial legacies, and socio-economic dynamics that have left an indelible mark on its education system.

 

Colonial Legacies:

Guadeloupe’s colonial history has left a profound imprint on its education system. As a former French colony, the island’s educational foundations were established within a framework shaped by colonial policies and practices. During the colonial era, education served to perpetuate power dynamics and reinforce social hierarchies. The educational system was designed to cater to the needs and interests of the colonial rulers, often at the expense of the local population.

 

One significant aspect of colonial legacies in Guadeloupe’s education system is the perpetuation of hierarchical structures and inequalities. The legacy of colonialism has contributed to enduring disparities in access to education, resources, and opportunities. Historically marginalized groups, such as Afro-Caribbean communities, have faced systemic barriers to educational advancement, rooted in discriminatory practices and policies inherited from the colonial period.

 

Impact of Slavery on Education:

The echoes of slavery reverberate through the educational inequalities between the French overseas territories, including Guadeloupe, and metropolitan France. Emmanuel Valat’s seminal work, “Educational Inequalities between the French Overseas Territories and Metropolitan France: The Determinant Role of Parents’ Transmission of Human Capital,” sheds light on the enduring impact of historical injustices on contemporary educational disparities. Valat underscores how the transmission of human capital from parents, shaped by historical factors, plays a pivotal role in perpetuating educational inequalities.

 

The legacy of slavery casts a long shadow over Guadeloupe’s education system, influencing both historical and contemporary educational disparities. During the era of slavery, enslaved Africans were systematically denied access to education, as literacy and knowledge were perceived as threats to the institution of slavery. The abolition of slavery did not immediately translate into educational equality, as structural barriers and discriminatory practices persisted in the post-emancipation era (Education Profiles, 2023).

 

The enduring impact of slavery on education is evident in the educational inequalities between Guadeloupe and metropolitan France. Despite being an integral part of the French Republic, Guadeloupe continues to lag behind in educational attainment and outcomes compared to mainland France. This disparity is rooted in historical injustices, including the unequal distribution of resources, opportunities, and access to quality education.

 

Moreover, the intergenerational transmission of educational disadvantages perpetuates the cycle of inequality in Guadeloupean society. The transmission of human capital from parents, shaped by historical factors such as slavery and colonialism, plays a pivotal role in perpetuating educational disparities. As a result, efforts to address educational inequalities in Guadeloupe must reckon with the legacies of slavery and colonialism, confronting historical injustices and systemic inequalities head-on (Education Profiles, 2023).

 

Struggle for Cultural Identity: Guadeloupe’s struggle for cultural identity within the French educational framework is another historical facet. The tension between maintaining local cultural nuances and adhering to the French curriculum has posed challenges. The curriculum, often Eurocentric, has sometimes failed to address the unique socio-cultural context of Guadeloupe, impacting students’ engagement and connection with the material.

 

The struggle for cultural identity in Guadeloupe’s education system reflects the tension between preserving local heritage and conforming to external influences, particularly French cultural norms, and values. Guadeloupean society is characterized by its rich Afro-Caribbean heritage, shaped by centuries of history, culture, and traditions. However, the French colonial legacy has imposed Eurocentric standards and ideologies that often marginalize or erase indigenous cultures and identities.

 

This struggle for cultural identity manifests in various aspects of education, including curriculum development, language policies, and pedagogical approaches. Many Guadeloupean educators and activists advocate for the integration of Afro-Caribbean perspectives into the curriculum, highlighting the contributions of local history, literature, and art to the broader cultural tapestry. However, efforts to decolonize education and promote cultural diversity face resistance from entrenched power structures and mainstream educational institutions.

 

The impact of this struggle for cultural identity on education is significant. Students from Afro-Caribbean backgrounds may experience a disconnect between their lived experiences and the content taught in schools, leading to disengagement and alienation. Additionally, the marginalization of local cultures and languages in the education system can perpetuate feelings of inferiority and cultural erasure among Guadeloupean youth.

 

In summary, colonial legacies, the struggle for cultural identity, and the impact of slavery continue to shape Guadeloupe’s education system, influencing educational opportunities, outcomes, and experiences.  Understanding the historical context unveils a complex web of factors shaping Guadeloupe’s education landscape. As we scrutinise the contemporary challenges, the historical legacies become palpable, emphasising the need for targeted interventions to break the chains of educational disparity in this French overseas territory.

 

  1. Socioeconomic Disparities:

Socioeconomic factors significantly influence educational opportunities. Guadeloupe contends with economic challenges that affect educational outcomes. L’Horty (2014) emphasises the persistence of unemployment in overseas territories, impacting the financial stability of families. The percentage of families below the poverty line in Guadeloupe is 18%, compared to 11% in France (World Bank, 2022). Economic struggles in Guadeloupe may limit access to educational resources and extracurricular activities.

 

Guadeloupe contends with profound socioeconomic disparities that significantly impact access to quality education. Aligned with SDG 4 (Quality Education), this challenge is a stark barrier to achieving inclusive and equitable education. Emmanuel Valat’s research underscores the role of parents’ transmission of human capital in perpetuating these disparities.

 

In remote areas, where economic opportunities are limited, schools often lack essential resources and qualified educators. SDG 1 (No Poverty) and SDG 10 (Reduced Inequalities) necessitate targeted interventions to uplift marginalised communities. Implementing scholarship programs, improving infrastructure, and offering financial assistance to families can help break the cycle of poverty and ensure that all children, regardless of their background, have equal access to quality education.

 

  1. Linguistic Barriers:

A distinct cultural and linguistic landscape in Guadeloupe adds another layer of complexity. The educational system, rooted in French traditions, may not fully align with the unique cultural nuances of Guadeloupe. Valat (2021) discusses how the transmission of human capital from parents, often shaped by cultural factors, can impact educational success.

 

Guadeloupe’s language dynamics, with French as the primary medium of instruction, create linguistic challenges for students from Creole-speaking backgrounds. This issue aligns with SDG 4, emphasising the importance of inclusive and equitable education. Overcoming language barriers (SDG 10) is essential for fostering an environment where all students can thrive academically.

 

To address this, SDG 17 (Partnerships for the Goals) can be leveraged to collaborate with linguistic experts and educators. Implementing language support programs, offering bilingual education, and creating culturally relevant teaching materials can enhance the learning experience for Creole-speaking students, fostering a more inclusive educational landscape.

 

  1. Inadequate Special Education Support:

Guadeloupe faces challenges in providing equitable access to quality education. According to recent data (Education Profiles, 2022), the student-to-teacher ratio in primary schools is 30:1 in Guadeloupe, whereas in France, it is 20:1. This significant disparity suggests that students in Guadeloupe may receive less individualized attention, potentially impacting their overall educational experience.

 

Guadeloupe faces challenges in providing adequate support for students with special educational needs, aligning with SDG 4. This issue directly impacts SDG 3 (Good Health and Well-being) as it involves the well-being and inclusivity of differently abled students.

To address this challenge, investments in special education training for teachers, infrastructure modifications to accommodate diverse needs, and awareness campaigns to destigmatise disabilities are imperative. Integrating SDG 17 to form partnerships with organisations specialising in special education can bring expertise and resources to enhance support for differently abled students.

 

Conclusion:

Urgent action is needed to address these pressing educational challenges in Guadeloupe. By focusing on socioeconomic disparities, linguistic barriers, and inadequate special education support, the territory can make significant strides toward achieving the SDGs and fostering a more inclusive, equitable, and quality education system.

 

Reference List:

L’Horty, Y. (2014). La persistance du chômage ultramarin: un problème aux causes multiples. Revue française des affaires sociales, 4, 114–135.

 

UNESCO (2022). Education Profiles. Available at https://education-profiles.org (Accessed 12th January 2024).

 

World Bank. (2022). Population, total,France. Available at                     https://data.worldbank.org/indicator/SP.POP.TOTL?locations=GP-FR (Accessed 12th January 2024).

 

Valat, E. (2021). Les inégalités d’éducation entre les natifs des Drom et de métropole : le rôle déterminant du capital humain transmis par les parents. Population, 76, 115-153. Available from: https://www.cairn-int.info/journal-population-2021-1-page-107.htm?contenu=bibliographie (Accessed 12th  January 2024).

 

Wang L. Y., Kick E., Fraser J., Burns T. J., 1999, Status attainment in America: The roles of locus of control and self-esteem in educational and occupational outcomes, Sociological Spectrum, 19(3), 281–298.

 

 

Governmental policies for education in Argentina

Governmental policies for education in Argentina

Introduction

Basic education in Argentina has a long history, marked by important legal milestones and public policies that have shaped the educational system. One of the fundamental pillars of this development was Law 1420 of 1884, which established free and compulsory public primary education (Ministerio de Educación, 2006a). This law aimed to promote social integration and the formation of citizens for the new Argentine Republic, guaranteeing access to education for all children between the ages of 6 and 14 (Ministerio de Educación, 2006a). Law 1420 also emphasised the secular nature of education, an innovative aspect for the time, removing religious influence from the classroom (Ministerio de Cultura, 2020).

In the 20th century, the educational system continued to expand but faced challenges related to regional inequality and funding. During the military dictatorship (1976-1983), there was a repression of academic freedoms and a reduction in education funding. With the return to democracy in the 1980s, the country began to rebuild its educational system.

In 1994, the Argentine Constitution recognised education as a fundamental human right, expanding the State’s responsibilities to guarantee free, quality education. However, it was with the National Education Law of 2006 (Law 26,206) that the Argentine education system was consolidated in its current form. This law extended compulsory schooling to the age of 13, including the initial level (from the age of 4), primary education, and secondary education. The National Education Law of 2006 also reinforced the decentralisation of education, granting greater autonomy to the provinces to manage their schools, although this has generated challenges related to regional equity (Ministerio de Educación, 2006b).

Today, the Argentine government continues to implement inclusion policies, such as the Conectar Igualdad Programme, which seeks to reduce the digital divide, along with efforts to combat school dropout rates at the secondary level (Ministerio de Justicia, 2002). Basic education in Argentina faces challenges, such as regional inequalities, insufficient funding in some provinces, and the need to adapt to contemporary technological demands.

National Education Act of 2006

The 2006 National Education Act was the result of a context of redemocratisation and the search for improvements in the quality of education following a period of political and social instability in Argentina. This historical context began after the end of the civil-military dictatorship (1976-1983), during which the country faced severe political repression, including media censorship, persecution of opponents, and systematic violations of human rights. With the re-establishment of democracy in 1983, Argentina faced the challenge of rebuilding its democratic institutions. In this context, education began to be regarded as a means of strengthening democracy.

During the 1990s, several reforms were implemented, focusing on expanding access to education, training teachers, and updating the curriculum. Of particular note was the 1993 National Education Act (Law 24.195), which established a decentralised model, transferring responsibility for basic education from federal authorities to the provinces. This allowed each province to adapt its educational policy to local needs, although it also generated inequalities between regions (República Argentina, 1993).

In 2005, the Education Financing Law was enacted, establishing that the Argentine State should progressively increase investments in education, science, and technology. Consequently, the Argentine State was to allocate 4.7% of the Gross Domestic Product (GDP) in 2006, gradually increasing this to 6% by 2010 (Figure 1).

 

Figure 1. Educational Expenditure as a Percentage of GDP (2006-2010).

Source: República Argentina (2005).

In addition to setting investment targets in education, the National Education Law made secondary education compulsory for all students, covering an age range of 12 to 18 years. Furthermore, it sought to guarantee access to free and inclusive higher education, particularly in public universities, which have traditionally been the main means of access to higher education in Argentina.

Another important aspect introduced by the National Education Law was the implementation of Comprehensive Sexual Education (CSE). Sexual education was made compulsory for all schools across the country, from early childhood education to secondary school. The CSE curriculum was developed with the aim of providing a comprehensive education to students, addressing issues of sexuality with an emphasis on sexual diversity, human rights, sexual and reproductive health, and affective relationships.

When analysing the impact of the National Education Law on the development of secondary education for young people and adults, Olivares (2024) concluded that the approval of this law significantly enhanced the growth of secondary education for this demographic, which was already advancing across the country. The law provided a framework that enabled the implementation of new graduation programmes, such as the Plan for Completion of Primary and Secondary Education (FinEs), which achieved extensive national coverage.

Education in the Political-Economic Context

It is necessary to provide a brief political and economic context of Argentina throughout the 21st century, considering the impacts on education. The beginning of the century was marked by a political and economic crisis that started in 1998. In 2002, the crisis ended, but the previous year, then-President Fernando De La Rua was impeached. After this turbulent period, the 2000s were characterised by relatively strong economic growth, under the presidencies of Néstor and Cristina Kirchner. During Cristina Kirchner’s presidency (2007-2015), the government faced protests over tax increases, nationalized private pension funds, and dealt with inflation and capital flight. Despite a recession in 2009, the economy grew in 2010, and inflation remained high, reaching nearly 40% by 2014 (Romig, 2014). The expansion of public education was supported by this period of economic prosperity, allowing for increased investment in the sector.

Later, from 2015, with the government of Macri (2007-2015), Argentina faced an economic crisis characterised by high inflation, currency devaluation, and rising external debt. In December 2015, Macri lifted foreign exchange restrictions, leading to a 30% devaluation of the Peso and rising unemployment (Gannius, 2015). The government’s removal of export restrictions caused price hikes in staple goods, further straining the population. These economic challenges directly impacted government finances and the resources allocated to education.

During Alberto Fernández’s government (2019-2023), the economic crisis worsened by the COVID-19 pandemic, leading to significant financial strain. In 2019, inflation hit a 28-year high of 53.8%. The pandemic severely affected SMEs, with many unable to pay salaries and expenses, resulting in potential closures. By 2023, inflation exceeded 100%, further impacting public sector resources and the broader economy (Gozzi, 2023).

Milei Government and the Current Argentine Education Policies

Following Javier Milei’s election, significant budget cuts were made across various sectors, including a 52% reduction in education funding (Rivas Molina, Centenera, & Lorca, 2024). This is part of Milei’s proposed “Reforma Global de la Educación” (Global Education Reform), which aims to restructure the education system to align with his principles. The reform includes external evaluations for teachers and introduces national exams for high school completion. These changes are seen as a threat to teacher stability, autonomy, and the integrity of educational content, with private entities gaining increasing control (Marron, 2024).

Additional reforms include the promotion of hybrid learning, reduced regulation on teacher conditions, the reinstatement of university fees for foreign students, and diminishing university financial autonomy. Commercial advertisements in schools and restrictions on workers’ right to protest also form part of this package. These changes signal a shift towards a market-driven system, potentially excluding disadvantaged students from higher education. The reforms have faced resistance from unions, student groups, and education advocates who are fighting for a public and inclusive education system (Marron, 2024).

 

Conclusion

Argentina’s educational system has undergone significant transformations over the years, shaped by historical milestones such as Law 1420 and the National Education Law of 2006. These legal frameworks aimed to expand access to education, promote inclusivity, and address regional inequalities, while also responding to the challenges posed by political and economic instability. In particular, the 2006 law marked a pivotal moment by making secondary education compulsory and enhancing the focus on inclusivity, such as the introduction of Comprehensive Sexual Education. However, despite these advances, Argentina’s education system continues to grapple with persistent challenges, such as funding discrepancies, regional disparities, and the need for digital integration.

The recent policy changes under President Javier Milei, including significant budget cuts and reforms aimed at restructuring the education system, represent a sharp departure from the inclusive, state-driven approach of the past. These changes, which include the introduction of external evaluations, hybrid learning models, and a greater role for private entities, have been met with widespread resistance. Critics argue that these reforms could undermine the stability and autonomy of teachers, exacerbate inequalities, and further exclude disadvantaged students from higher education. As such, the ongoing debate surrounding these reforms highlights the tension between market-driven educational models and the push for a more equitable and public education system in Argentina.

References

Gannius, D. (2015). Retenciones: El costo fiscal de la quita dispuesta por Macri. El Destape Web. Retrieved from https://www.eldestapeweb.com/retenciones-el-costo-fiscal-la-quita-dispuesta-macri-n13174

Gozzi, L. (2023). Argentina inflation soars past 100% mark. BBC. https://www.bbc.com/news/world-latin-america-64960385

Marron, L. (2024). How Milei’s measures affect education?. De La Calle. https://delacalle.org/como-afectan-a-la-educacion-las-medidas-de-milei/

Ministerio de Cultura. (2020). Ley 1420: piedra fundacional de la educación argentina. https://www.cultura.gob.ar/ley-1420-el-gran-avance-en-los-derechos-educativos-de-los-ninos-y-nina-10724/

Ministerio de Educación. (2006a). Ley de educación nacional. http://bnm.me.gov.ar/giga1/normas/5421.pdf

Ministerio de Educación. (2006b). Ley de educación nacional (Ley No. 26.206). . https://www.argentina.gob.ar/educacion/validez-titulos/glosario/ley26206

Ministerio de Justicia (2002). Conectar Igualdad. https://www.argentina.gob.ar/justicia/derechofacil/leysimple/educacion-ciencia-cultura/conectar-igualdad

República Argentina (1993) Ley 24.195 – Ley de educación nacional. https://www.argentina.gob.ar/normativa/nacional/ley-24195-17009/texto

República Argentina (2005) Ley de financiamiento educativo. https://www.argentina.gob.ar/normativa/nacional/ley-26075-112976/texto

Rivas Molina, F., Centenera, M. & Lorca, J. (2024). Milei, una motosierra que desguaza el Estado. El País. https://elpais.com/argentina/2024-10-13/milei-una-motosierra-que-desguaza-el-estado.html?utm

Romig, S. (2014). Argentina’s economy contracted, hurt by inflation. The Wall Street Journal.

Olivares, J. (2024). The impact of the National Education Law on the development of secondary education for young people and adults in Argentina. Revista IICE, (55). https://doi.org/10.34096/iice.n55.13289

Italy’s Education Reform: A Return to Tradition Awaiting Approval

Italy’s Education Reform: A Return to Tradition Awaiting Approval
By Beatrice Manicone

The Italian Council of Minister following a proposition of Giorgia Meloni (the Prime Minister) and the Minister of Education and Merit Giuseppe Valditara, has discussed on January 14 , 2025 a new proposed legislation that will introduce new changes to the educational system in Italy (Redazione, 2025b). This was developed by a commission in charge of drafting the new text of the National Directions for the Curriculum for Preschool and First Cycle Education and headed by Loredana Perla, a professor at the “Aldo Moro” University of Bari (Bruno, 2025).

This reform is part of the fourth mission of the National Recovery Plan (PNRR) which is aimed at strengthening education and provide the tools to adapt to the challenges of the modern society (Redazione, 2025b). The text of the reform was published in mid-March 2025, will undergo a public consultation and will be implemented starting from the school year 2026/2027, 15 years after the last school reform (Bruno, 2025). The consultation phase, which will start at the end of March, involves multiple meetings between the commission who drafted the document and professionals’ associations, as well as parents’ student’s associations, and school unions (Bruno, 2025).

Currently, the Italian school system is split into five phases: kindergarten (scuola dell’infanzia), primary school (scuola primaria), lower secondary school (scuola secondaria di primo grado), upper secondary school (scuola secondaria di secondo grado), and university (università). This proposed legislation is tackling principally the students from primary to upper secondary school.

 

What are the Proposed Changes?

The goal of Valditara is to propose a reform that combines tradition and innovation, by highlighting the field of humanities and introducing competences from the early years of school (Redazione, 2025b).

One of the changes concerns the teaching of Latin. Currently, the subject is only offered in certain types of upper secondary schools, namely lyceums, which focus more on academics and theoretical knowledge. With the new reform, Latin will be optional from the second year of lower secondary schools (Lunghi, 2025). In fact, according to Italian Minister of Education and Merits, Latin is fundamental “to communicate and strengthen the awareness of the historical relation that ties Italian as a language to Latin and to underline how Latin constructs a common heritage between European culture” (Ferrandi, 2025).

Secondly, there will be a change in the approach to the teaching of history at all levels. There will be a bigger focus on Western, European, and Italian societies, and consequently their history; furthermore, the mandatory subject geo-storia in upper secondary schools (the combination of geography and history) will be replaced by two distinct subjects, geography and history. Geography will have a focus on the Italian territory and environment, while history will be taught from a Euro-centric point of view and should not be tied to any ideology (Lunghi, 2025). Valditara explains that this focus on the Western history “is fundamental to understand who we are, where we come from, and where we want to go” (Ferrandi, 2025)

A third change that was in the centre of public debate since the publication of the legislation text is the study of the Bible as a mandatory part of the school curriculum (Lunghi, 2025). Since the Lateran Treaty and the concordat of 1929, religion is part of the subjects that are taught in the Italian school system; however, it is an optional subject. With this new reform, a text that is inherently tied to the Christian religion, will be an integral part of the educational programme. To explain this choice, Valditari says that “the Bible, just like the Odyssey and the Iliad, is a great cultural testimony” and “it is at the base of most of our arts, literature, and music” (Ferrandi, 2025).

Other small changes that are proposed in the legislation text are: the introduction of the study of Artificial Intelligence (AI) and statistics in the mathematics curriculum, a more intercultural approach to languages (Redazione, 2025b), the return to the study of calligraphy and cursive, and to rote memorisation (Ferrandi, 2025).

 

What Does the Public Has to Say on the Proposed Legislation?

For some people, the reform proposed by Valditari is something that was long awaited, especially for the reintroduction of Latin as a subject from earlier on. For example, the Senator Ella Bucalo from the right-wing political party Fratelli d’Italia explains that the Italian school will finally return to “its primary role of cultural and social teaching” (Redazione, 2025a).

Others partially agree, like the classicist Luciano Canfora, who supports the teaching of Latin starting from lower secondary school and the separation of history and geography in upper secondary school. However, he believes that teaching history without an ideology is an improper expression, as historical research is one thing, and political ideology is something completely different (Usan, 2025).

Finally, for many others it is just a return to the past waiting for approval, and it is a reform that is largely based on the idolization of the Western culture and history. In a political climate like the current one in Italy, these changes can only lead to an increase in the idea that the Western culture is superior, and that the others will be, at best, considered like ‘exotic’, or at worst, ‘dangerous’ (Paolella, 2025). Furthermore, introducing the study of the Bible as an integral part of the curriculum is a clear political choice dictated by an ideology and justified by saying that it is at the roots of Italian culture (Redazione, 2025a).

 

Conclusion

Even if this reform still must be publicly discussed and might undergo some changes before being implemented, it is undeniably a politically motivated return to the past. The introduction of Latin as an option for lower secondary school, the Bible into the national programs, and the focus on Western history in upper secondary school are symptoms of a line of governance that idolises the past.

 

 

References 

Bruno, E. (2025, March 11). Latino dalla seconda media e bibbia alla primaria: Ecco i programmi di valditara. Il Sole 24 ORE. https://www.ilsole24ore.com/art/latino-seconda-media-e-bibbia-primaria-ecco-programmi-valditara-AGUc1pSD?refresh_ce=1

Cimino, L. (2025, March 11). Scuola, ecco il manuale dello studente sovranista. Il Manifesto. https://ilmanifesto.it/scuola-ecco-il-manuale-dello-studente-sovranista

Ferrandi, C. (2025, March 12). Valditara spiega le indicazioni nazionali 2025 per la scuola. Virgilio.it; Virgilio Sapere. https://sapere.virgilio.it/scuola/mondo-scuola/valditara-spiega-le-indicazioni-nazionali-2025-per-la-scuola

Lunghi, M. (2025, January 16). Riforma scuola: Latino alle medie e abolizione della geostoria alle superiori. ecco tutte le novità. Studenti.it; Studenti.it. https://www.studenti.it/riforma-scuola-ecco-tutte-le-novita.html

Marie, V. (2024). The education system in Italy. Expatica Italy. Accessed March 15, 2025

Ministero dell’Educazione e del Merito. (2025). Nuove indicazioni 2025 scuola dell’infanzia e primo ciclo di istruzione materiali per il dibattito pubblico. https://www.mim.gov.it/documents/20182/0/Nuove+indicazioni+2025.pdf/cebce5de-1e1d-12de-8252-79758c00a50b?version=1.0&t=1741684578272

Paolella, S. (2025, March 12). Solo l’Occidente conosce la storia. Scomodo.

Redazione. (2025a, January 15). Nuove indicazioni nazionali di valditara, le reazioni: C’è chi lo loda per il coraggio, per altri riporta la scuola agli anni cinquanta. Tecnica Della Scuola. https://www.tecnicadellascuola.it/nuove-indicazioni-nazionali-valditara

Redazione. (2025b, January 15). Valditara e il latino alle medie, la scuola italiana sta per cambiare. Demografica. https://demografica.adnkronos.com/popolazione/valditara-scuola-riforma-2025-novita/

Usan, T. (2025, January 15). Canfora sulla riforma della scuola: “Giusto studiare il latino. Ma la storia ideologica non esiste.” La Stampa. https://www.lastampa.it/cronaca/2025/01/15/news/luciano_canfora_riforma_scuola-14940213/

 

Enhancing Educational Opportunities for Indigenous Children in Peru

Enhancing Educational Opportunities for Indigenous Children in Peru

By Maria Zarcos Gonzalez

Peru’s rich culture is reflected by its incredibly diverse historical and linguistic heritage. 59 languages belonging to 11 or 12 distinct linguistic groups, with Quechua and Aymara being the most commonly spoken among indigenous groups (D’Andrea, 2007). The country saw a historical shift from monolingualism in indigenous languages to bilingualism or monolingualism in Spanish (Castellano) since the 1940s (ibid). Almost half (47%) of Peru’s population is Indigenous, with significant ethnic diversity including 45% Indigenous, 37% mixed race (Indigenous and white, or offensively historically known as mestizo), and 15% White, Black, Japanese, and Chinese among others (Ibid).

Access to properly funded education systems for Indigenous children is essential as a fundamental right, a tool for empowerment, cultural preservation, and equality. For indigenous groups to be such a big population group, they still suffer great inequalities between them and non-indigenous populations. These are deeply rooted in historical, social, and economic contexts. As OXFAM (n.d, paragraph 3) explains, “the extreme poverty rate of populations with a primary language other than Spanish is three times greater than the national average and in the same rural areas extreme poverty is almost twice as high for those who do not speak Spanish as a first language.”

 

The current state of education for Indigenous children in Peru

A key to analysing the issues amongst a specific group inside the education system is to look at dropout rates, statistics on enrollment, or illiteracy rates. Regarding enrollment, Quechua students generally show lower achievement levels due to various barriers, including limited access to quality education (D’Andrea). Only 10% of Indigenous youth pursue academia beyond secondary education (Bullock et al, 2021) indicating a significant challenge in educational attainment, motivation, and possibly issues of accessibility to economic resources, dependency, or transport facilities. This is highlighted by the fact that 40% of Peru’s youth population is considered highly vulnerable, addressing pressing matters of social exclusion and low socioeconomic status as a main barrier (Ibid).

Geographical and economic barriers to education remain one of the most important impediments to address. Remoteness, lack of infrastructure, and insufficient transport services routes lead to great difficulties in reaching schools. The COVID-19 pandemic highlighted the severity of these issues along with the digital divide (Zavala and Franco, 2022). While projects have been launched by the government to close this breach (Intercultural bilingual education, or IBE), underlying socioeconomic inequalities remain largely unaddressed. For example, the level of quality in education is highly different than that in urban areas. There is a notable lack of teachers who serve indigenous populations, and a missing professional development plan to train them to do so (Ibid).

While IBE is a resolutive initiative, there remains a high cultural disconnect between formal education and Indigenous traditions. Historical challenges such as systemic marginalisation have developed to create a longstanding environment of cultural biases in educational policies and the composition of a Eurocentric curriculum that overlooks indigenous language and knowledge systems (Morales-Lopez et al., 2024).

Key challenges in addressing educational equity include poverty and economic insecurity in indigenous communities, and raising awareness to promote government reforms which at the moment are limited to producing resolutive instead of revolutionary projects. As with many other social issues around the world, gender disparity remains a point of focus to tackle. Women face significant obstacles in education and employment, with only 53% of girls graduating high school in comparison to 66% of the boys – also a worrying figure in itself- (). Additionally, their illiteracy rate in 2019 was at 8%, contrasting with government data which establishes it is at 3% for adults (Monroy et al, 2022). Among rural women, the rate is 23% (Ibid). Girls and women still bear the brunt of domestic responsibilities, impacting their time and future opportunities.

 

Positive Developments and Ongoing Initiatives

Andersson and Risberg’s (2022:14) investigation explains how  “educational and career choices result from socialization processes learned from childhood. Women who have been taught to take on the caring role in the home tend to work in occupations with similar tasks. The learned masculine and feminine behaviours are reflected also when the choice of profession arises”. It is therefore imminent that developments in education look at changing behaviours and boosting other lifestyle motivations to achieve higher levels of employment and reduce poverty. Community organisations like Dispurse work on teaching women literacy and skills to combat and improve employment opportunities (Ibid). STEM education initiatives for women looking to diversify their labour market and opportunities since there is already a high level of women working in humanities jobs, which pay significantly less (Andersson and Risberg, 2022).

The Aprendo en casa (Learn at home) initiative started by Peru’s Ministry of Education aims to address issues of accessibility and equity using multiple broadcasting channels to maximise reach and include indigenous language as a main pillar. The project was founded during the pandemic but has continued beyond the immediate COVID-19 response. For those children who have limited access to radio frequencies or cable, teachers provide materials which are handed in person to them, and some even record broadcast lessons onto USB drives (Zavala and Franco, 2022). This flexibility in adaptation enhances accessibility to education greatly, bridging the digital divide.

The element of language inclusion is part of an intercultural bilingual education (IBE) program, where Spanish is taught as a second language (Zavala and Franco, 2022). This promotes inclusivity and ensures a long-lasting future for indigenous languages and cultures. Nevertheless, the assumption that this facilitation to speak Spanish is not needed by students in rural areas turns out to be a lack of IBE education for them. They are not afforded the same educational resources and diversity.

Community-led education initiatives emphasizing indigenous knowledge and traditions are a key tool to boost motivation to go to school and learn. Morales-Lopez et al (2024) highlight the success of localised education programs that integrate Indigenous languages and traditional knowledge into the curriculum. These initiatives involve the active participation of a range of community members, giving high importance to the elders and what they can teach the younger generations about their heritage and history.

 

Recommendations for Action

There is plenty of room to improve the current landscape of education for Indigenous communities in Peru, and this is a call to action for governments, NGOs, and global stakeholders to support inclusive and equitable education for Indigenous children in Peru. Much work is needed on investing in infrastructure and teacher training tailored to indigenous needs. Holistic approaches to collaborating with indigenous communities to co-design culturally relevant curricula are key. Involving Indigenous leaders and educators in decision-making processes ensures that educational initiatives align with the community’s values and needs. The integration of traditional knowledge aids in language preservation and ensures an inclusive educational environment.

In order to preserve the Indigenous language and culture in Peru, it is essential to tackle the education sector and broaden its accessibility. Implementing monitoring and evaluation systems as well as enhancing legal framework and access to justice is a key to creating long-standing progress.

Education must be reaffirmed as a fundamental right for all children. School attendance is positively related to higher social inclusion and enhanced social-emotional competencies (Arapa et al, 2021). It is therefore important to promote an inclusive academic culture, with efforts to balance work and life responsibilities for women in academia. This involves creating a supportive environment that fosters freedom and a work-life balance which will attract and retain women in academic careers in the future (OECD, 2022). Community-led education initiatives emphasizing indigenous knowledge and traditions are a great holistic way of moving forward, paired with withstanding and revolutionary government action.

References

Ames, P. (2012). Language, culture, and identity in the transition to primary school: Challenges to indigenous children’s rights to education in Peru. International Journal of Educational Development, 32. https://www.sciencedirect.com/science/article/abs/pii/S0738059311001635

Andersson, M., & Risberg, M. (2022). Challenges for women’s labor market participation and educational opportunities in Peru [Bachelor’s thesis, University of Gothenburg]. https://gupea.ub.gu.se/bitstream/handle/2077/73902/Matilda%20Andersson%20Minna%20Risberg%20Challenges%20for%20women%27s%20labor.pdf?sequence=3&isAllowed=y

Arapa, B., et al. (2021). The relationship between access to pre-school education and the development of social-emotional competencies: Longitudinal evidence from Peru. International Journal of Educational Development, 87, 1–9. https://www.sciencedirect.com/science/article/pii/S0738059321001358?casa_token=dARoOMxxye4AAAAA:Dwkhsf-cQqU4VI7jxwzEvVXDe24Lb3lFRmR-16pHOsWMHORXKluJTlKyTIT3bpW0Wyk4kd2l

Bullock, A. R. L., Stumpf, B. C., & Chang, K. B. T. (2021). Virtues, resilience, and well-being of Indigenous youth in Peru. International Journal of Child and Adolescent Resilience, 8(1), 98–109. https://doi.org/10.7202/1077720ar

D’Andrea, M. (2007). Peru: Inequality of education for indigenous groups, the neglected class. The Canadian Foundation for the Americas (FOCAL).

Monroy, C., et al. (2022). Education in Peru. https://wenr.wes.org/2022/03/education-in-peru-2

Morales-Lopez, G., Rodriguez, C. A., & Ramos, M. D. (2024). Challenges and developments in multilingual education in indigenous Amazonian communities of Peru. Research and Advances in Education, 3(1), 33–43. https://doi.org/10.56397/RAE.2024.01.04

OECD. (2022). Gender equality in Peru: Towards a better sharing of paid and unpaid work. OECD Publishing. https://doi.org/10.1787/e53901b5-en

Zavala, V., & Franco, V. (n.d.). Siempre a distanciados: Ideology, equity, and power. Retrieved from https://d1wqtxts1xzle7.cloudfront.net/81042956/CALICO_39_1_004_art_Back_79_102-libre.pdf

Barriers to Learning: Socioeconomic and Structural Issues in Tunisian Education

Barriers to Learning: Socioeconomic and Structural Issues in Tunisian Education

Written by Siti Hajar Auliannisa

Overview

 

Tunisia, located in North Africa, has a rich historical and cultural heritage shaped by various influences over the centuries. Its strategic Mediterranean coastline and proximity to the Sahara made it a crossroads for different civilisations. Tunisia gained independence from France in 1956 and has undergone significant political changes. Culturally, Tunisia is a blend of Arab, Berber, Ottoman, and French influences. It is known for its diverse cultural expressions, including music, literature, and cuisine, which reflect its complex history[1].

 

Historical Context of Education in Tunisia

 

Tunisia’s education system has been strongly influenced by its colonial history and the government’s efforts after independence to address its effects. After the colonial era, the government worked for about 40 years to provide universal primary education and reduce the inequalities that the colonial school system had created[2].

 

Tunisia has a free and compulsory education system for children aged 6 to 16. Children spend six years in primary school, starting at age six. After that, they go through seven years of secondary education, split into two cycles: a four-year cycle and a three-year cycle. Their secondary education lasts for seven years, divided into two cycles: three-year and four-year cycles. of educational institutions, the system struggles financially, leading to greater reliance on private funding and fewer options for students in choosing subjects and schools.

 

Socioeconomic Factors Impacting Education

 

In Tunisia, social and economic factors create serious challenges for education. Many families live in poverty and must prioritise survival over schooling. As a result, many children drop out of school to help earn money for their households[3]. Rural areas are especially affected because they often lack transportation and schools, making access to education hard. There are also big differences between regions: urban centres usually have better schools and qualified teachers, while rural areas are often overlooked. Additionally, unemployment and economic instability create financial challenges for families, such as being unable to pay for school supplies or transportation[4].

 

Access to Quality Education

 

According to the Ministry of Education, approximately 65,000 children dropped out of school in 2023, which represents a significant decrease from the 109,000 children who dropped out in 2022. With support from UNICEF, the government was able to double its annual one-time back-to-school allowance for over 510,000 children. This additional support is expected to have made a significant impact[5].

 

The recently released 2023 Multi-Indicator Cluster Survey (MICS), which was launched in February 2024, reveals concerning statistics about preschool education in Tunisia. Only 47.2% of children aged 3 to 4 years have access to preschool education programs, while a more promising figure of 89% of 5-year-olds are enrolled. However, disparities become evident when examining the data more closely. In rural areas, the access rate plummets to a mere 37.4%, and among the poorest segments of the population, it drops further to just 17.4%. This stark contrast highlights that preschool education has become a privilege reserved for a select few, particularly in rural settings and among low-income families. The lack of access to early childhood education represents a significant lost opportunity for the development of human capital in Tunisia, especially given that early education and developmental programs are known to be crucial in breaking the cycle of intergenerational poverty[6].

 

Children aged 6 to 18 from low-income households are also significantly more likely to drop out of school. Only 53% of children from the poorest families complete lower secondary school, compared to 95% from wealthier households. Similarly, only 25% of students from poor families finish high school, compared to 80% from wealthier families. These disparities emphasise the systemic inequities in Tunisia’s education system[7].

 

Challenges in Rural Education

 

Children living in rural areas face significant risks of dropping out of school. These risks arise from factors such as the long distances between homes and schools and the economic disadvantages many families face. The combination of poor infrastructure and financial strain disproportionately impacts rural students, limiting their educational opportunities. Rural schools in Tunisia often lack basic infrastructure, such as adequate classrooms, sanitation facilities, and learning materials. This shortage not only affects the quality of education but also discourages attendance. Teachers assigned to rural areas may lack proper training or resources, further exacerbating the gap between rural and urban education systems. In some rural communities, traditional norms and values may deprioritize formal education, particularly for girls[8].

 

Early marriages and expectations for children to contribute to household or agricultural work detract from their ability to attend and succeed in school. The geographical isolation of rural areas adds another layer of difficulty. Many children have to travel long distances on foot or rely on unreliable transportation systems, which can be unsafe or impractical. During adverse weather conditions, this isolation often leads to extended periods of absenteeism. Families in rural areas are more likely to face financial hardships, compelling children to work instead of attending school. Seasonal labour in agriculture often takes precedence, disrupting the academic calendar and leading to higher dropout rates.

 

Inclusion of Marginalized Groups

 

The concept of inclusion emphasises the importance of accepting differences and fostering a sense of belonging for all students within an educational context. In 2003, the Tunisian government developed a strategy for the full inclusion of children with special needs in regular schools with assistance from accredited associations. Tunisia has also signed several international conventions for the protection of the rights of refugees, women, children, and people with disabilities and is part of the African Charter on Human and Peoples’ Rights. Act No. 2002-80 stipulates that education is a fundamental right guaranteed to all without discrimination. However, the implementation of inclusive education remains limited despite these provisions. Challenges stem from government policies, curriculum management, and a lack of community awareness regarding the importance of inclusive schools[9].

 

Technological Integration in Education

 

In Tunisia, training facilities and programs for teachers and staff remain inadequate. The Virtual University of Tunisia (VUT), established in 2002, offers online training programs for teachers in collaboration with the International Business Machine (IBM) corporation. However, its objective to offer 20% of national courses online was not achieved due to the absence of a clear strategy to encourage faculty members to adopt distance learning. Many teachers are hesitant to provide online courses, and the number of available online courses remains limited[10]. This reluctance underscores the broader need for strategic engagement and capacity-building efforts to integrate technology into education effectively.

 

 

Higher Education System

 

Tunisian higher education faces significant challenges that hinder its alignment with societal and economic needs. A major issue is the persistent gap between theoretical reforms and practical implementation. Many educators lack the skills needed to adopt innovative teaching methods, compounded by limited training opportunities. The inclusion of less-qualified personnel further exacerbates this issue. Additionally, reliance on outdated teaching methods undermines efforts to modernise the education system.[11]

 

The higher education system is also misaligned with labour market demands. Historically orientated towards feeding the public sector, the system struggles to equip graduates with skills for alternative job markets, resulting in high unemployment among degree holders. The lack of emphasis on creativity and entrepreneurship leaves many graduates unprepared to adapt to economic changes. Policymakers’ failure to create relevant academic programs exacerbates these challenges, limiting the system’s ability to drive national progress.

 

Another indicator of efficiency in higher education is the student-to-teacher ratio. Tunisia’s ratio improved slightly over the last decade, settling at under 19 students per teacher in 2007 and 2008. However, this ratio remains higher than those of other regions, indicating room for improvement in the quality of the learning environment[12].

 

Financing Education

 

Within this context, this article focuses on Tunisia. Like other developing countries, Tunisia has allocated increasing levels of resources to education, particularly higher education, over the past few decades, mainly through public funding. In 2005–2008, public expenditure on education amounted to around 7.4% of GDP, with 2% allocated to higher education. In the last few years, however, budgetary constraints have increased and are likely to continue shortly.[13]

 

In Tunisia, access to all levels of education is free of charge, or nearly so; therefore, in a perfect environment, there would be no room for equity concerns since the success of all students would depend only on their effort and motivation. But the reality is far from this ideal, and differences in families’ situations, particularly those concerning education and incomes, substantially affect student results.

 

In Tunisia around 2002, the share of public spending on education that was dedicated to higher education was similar to that of the OECD countries, Brazil, and higher than that of the low-middle-income countries. This share grew and stabilised at about 27% in recent years. Public spending on both higher and pre-university levels increased as a proportion of GDP. Moreover, because of Tunisia’s demographic transition, enrolment in primary schools is dropping and that in universities is rising rapidly, so this evolution cannot be seen as conflicting with equity. No data are available on the distribution of students among socio-economic groups but given that Tunisian children have full access to primary and secondary school and that the state strongly supports virtually free higher education, we can draw some reasonable conclusions regarding equity.

 

Conclusion

 

Tunisia’s education system faces challenges like poverty, rural-urban inequalities, and outdated teaching methods, making it hard for all children to access quality education. While education is free and compulsory, children in rural areas often lack resources, and low-income families struggle to keep their children in school. Additionally, the system has gaps in early education, inclusion for children with special needs, and alignment with job market demands. Despite some government efforts, such as financial support for low-income students, more is needed to improve teacher training, resources, and equal access to education for all.

 

 

 

 

[1] Clarke, John Innes, L. Carl Brown, Nevill Barbour, Mohamed Talbi, and Emma Murphy. “Tunisia | History, Map, Flag, Population, & Facts.” Encyclopedia Britannica, November 24, 2024. https://www.britannica.com/place/Tunisia.

Salah, Mhamed Ben, Cédric Chambru, and Maleke Fourati. “The Colonial Legacy of Education: Evidence from Tunisia.” SSRN Electronic Journal, January 1, 2022. https://doi.org/10.2139/ssrn.4101795.

[3] UNICEF. “Tunisia Country Office Annual Report 2023.” UNICEF, 2023. https://www.unicef.org/media/152616/file/Tunisia-2023-COAR.pdf.

[4] UNICEF. “UNICEF in Tunisia: Keeping Tunisia’s Most Vulnerable Children on the Path to Education.” UNICEF, September 1, 2022. https://www.unicef.org/mena/stories/unicef-tunisia-keeping-tunisias-most-vulnerable-children-path-education.

[5] UNICEF. “Tunisia Annual Report 2023.” UNICEF, 2023. https://www.unicef.org/reports/country-regional-divisional-annual-reports-2023/Tunisia.

[6] Wilson Center. “Poverty, Inequality and Corruption: Explaining Variation in Educational Quality in Tunisia,” n.d. https://www.wilsoncenter.org/article/poverty-inequality-and-corruption-explaining-variation-educational-quality-tunisia#:~:text=Poorer%20households%20and%20those%20in,of%20fewer%20than%2040%20students.&text=Source:%20LGPI.,The%20school%20has%20parent’s%20association.

[7] UNICEF. “Tunisia Country Report on Out-of-School Children: Summary.” UNICEF, December 2022. https://www.unicef.org/mena/media/6661/file/Tunisia%20Country%20Report%20on%20OOSC%20Summary_EN.pdf.pdf.

[8] Akkari, Abdeljalil. “Current Issues of Democracy and Education in Tunisia as Interpreted through Dewey’s Approach.” In Dewey, Education, and the Mediterranean, pp. 147-161. Brill, 2022.

[9] Ayadi, Mouna. “Inclusive Education in Tunisia: Expectations versus Reality.” أطراس 5, no. 01 (January 15, 2024): 17–29. https://doi.org/10.70091/atras/vol5no1.2.

[10] Hamlaoui, Sihem. “Teachers’ resistance to educational change and innovations in the Middle East and North Africa: A case study of Tunisian universities.” Re-Configurations (2021): 171.

[11] Khalifa, Taher Ben. “A Critical Perspective to Higher Education in the 21st Century Tunisia: The Problems of the Present and the Challenges of the Future.” Educational Studies 1, no. 1 (2024): 1-13.

[12] Zaghdoudi, Ines. “The challenges and the necessary reforms for education in Tunisia.” Houloul, September 24, 2021. https://houloul.org/en/2021/07/22/will-be-available-soon-9/.

[13] Abdessalem, Tahar. “Scope, relevance and challenges of financing higher education: The case of Tunisia.” Prospects 41 (2011): 135-155.

 

 

Saudi Arabia opens doors: expatriates on dependent visas now eligible to work in the education and health sector

Saudi Arabia opens doors: expatriates on dependent visas now eligible to work in the education and health sector

Written by Iasmina Stoian

Introduction

Saudi Arabia has reached a milestone in its ongoing economic and social development plan. A new policy has been adopted allowing expatriates on dependent visas to work in the education and health sectors under specific conditions. In the past, during the Saudi Nationalization Program that emerged in 1985, also known as the Nitaqat program, the expatriates were largely restricted from the labour market, as employment for nationals was prioritized. Moreover, in 2017, it was imposed an Expat Dependent fee, requiring expatriated employed in the country to pay a supplementary tax for their dependents or companions. Thus, the life of expats was heavily impacted by this new change of policies.

Moreover, in Saudi Vision 2030, another governmental program launched in 2016, which will be further explained below, this new policy reflects a strategic move towards addressing the labour shortages, improving the quality of education in the country, and helping the better integration of expatriates in Saudi society and culture.

This new policy not only helps the labour shortages and fill the empty vacancies but also helps create a more inclusive and competitive labour market, especially in critical sectors, one example being the education sector, thus aligning perfectly with the targets enshrined in the Saudi Vision 2030.

Labour regulations, Saudization and Saudi Vision 2030

In the past, Saudi Arabia had strict regulations concerning expatriates living on their spouse’s visa and their dependents. Traditionally, they were not permitted to work in the country, as under the Saudization program, also known as Nitaqat, the focus was on giving the chance on job opportunities to Saudi nationals. This program was trying to reduce the dependency on foreign labour by incentivizing the employment of Saudi nationals in different sectors, firstly in private sectors, and later to others. Thus, in 2011 the Ministry of Labor introduced a resolution requiring all private companies in Saudi Arabia to meet specific quotas for employing Saudi nationals, with a compliance deadline set for 2013. However, by 2014, a significant number of expatriates had left the country, and over 200,000 private firms were shut down for failing to adhere to the Saudization or Nitaqat regulations. At the moment, two-thirds of country’s population comprises of Saudi nationals, while one-third comprises of expatriates (Javed 2024).

On the other hand, in 2016 Vision 2030 was launched, a plan that aimed at the diversification of Saudi Arabia economically, socially and culturally, and reduction of its dependency on oil. This project also aimed to address the labour shortage issue, through attracting more internationals to fill those vacancies. This newly adopted policy that allows expatriate dependents to work in the education and health systems is therefore a reflection of this ambitious vision.

Policy details – eligibility, application process and specific requirements

The new policy allowing expatriate dependents to work in country-specific sectors has strict eligibility criteria and steps that need to be followed for a successful application. To be eligible, dependents must fulfil certain age and qualification requirements, depending on the field, and must also possess a valid residency permit or visa. For example, expatriates over 18 years old who have a valid visa and are either a spouse, a relative of the spouse, or a legal guardian can start an application. The required educational accreditations depend on the position that is filled, and can be, for example, positions for teachers or administrative positions. Those professional accreditations must also be recognized by the Saudi authorities.

Applications for obtaining a work permit are processed through Ajeer, an electronic system for controlling temporary employment for expatriates. To this end, employers are allowed to issue work permits through the Ajeer platform provided that all legal requirements are fulfilled and the nature of employment falls within the goals of the Saudization program. This process further ensures that the dependent does not occupy jobs that need to be reserved for Saudi nationals, for which the regulations of Nitaqat will be applied.

As already mentioned, some posts in the education sector require that employees, depending on the post they would fill, should pass certain qualification examinations or become members of related professional bodies. These measures will ensure that expatriate dependents entering into the workforce are indeed qualified to contribute positively to the sector and maintain the standards expected in Saudi Arabian educational institutions. It is a very considered balance of inclusion and regulation, reflective of the broader efforts of the Kingdom to modernize its workforce while still prioritizing opportunities for its citizens.

Impacts on the education sector

This new policy has a significant impact on the country’s educational landscape. By addressing labour shortages, this policy aims to alleviate the strain on these crucial sectors, which have long struggled with staffing gaps. The influx of skilled expatriate teachers can enhance the quality of education by bringing diverse perspectives and expertise, enriching the learning environment for students.

However, cultural integration can impose a challenge. Cultural integration remains a concern, as expatriates must navigate and adapt to Saudi cultural norms while delivering education. Additionally, there may be competition with local workers, potentially leading to tensions over job opportunities and resources. The balance between leveraging the benefits of a diverse workforce and ensuring fair opportunities for Saudi nationals will be crucial. Effective management of these dynamics will be essential to maximize the positive impact on the education sector while addressing any potential issues that arise from this policy shift.

Impacts on the social and economic sectors

Apart from the educational landscape, there is also the broader economic and social consequence of granting expatriates who enter on a dependent visa the green light for working in the education and health sectors. This extends to enabling the larger family income of expatriate families by increasing the core budget they have at home, which then increases consumer spending and continues to help jolt the local economy forward.

Additionally, allowing dependents to work helps promote the better integration of expatriate families within the local community socially, improving a sense of belonging and increasing their participation in social and community activities. The result can be more mileage in cultural interaction and understanding between the expatriates and Saudi nationals. Opening such doors to expatriates shows that, in many ways, Saudi Arabia is moving in the right direction as far as economic and social development in the region.

Conclusions

In conclusion, the new policy in Saudi Arabia became the cornerstone towards addressing labour shortages and improving the quality of these two important sectors. This big step has also aligned with the broader objectives of Saudi Vision 2030 in bringing diversity into the economy, ensuring social integration, and fostering cultural exchange between expatriates and Saudi nationals. Though there are also challenges, such as cultural adaptation and competition with local workers, careful management and regulation will be needed to maximize the benefits. Overall, the policy underlines Saudi Arabia’s determination to modernize its workforce and create an inclusive, dynamic labour market.

1165 words

 

Keywords: Vision 2030, Nitaqat, expatriates, visa, education, labour market, health, Saudi Arabia, culture

 

References:

Mental Distress and Systematic Destruction: Gazan Schooling during Belligerent Invasions

Mental Distress and Systematic Destruction: Gazan Schooling during Belligerent Invasions

By Valeria Romano

Introduction

As the Palestinian genocide unfolds in front of our eyes, Palestinian people, scholars and journalists around the world reflect on the future of the nation. Israeli troops destroyed civilians’ houses, healthcare buildings, cultural centers, and educational institutions. In October 2024, Palestinian schools- which are now operating as bomb shelters- suffered from 64 raids[i] (Lister, Ibrahim, and Michaelis, 2024). Israeli troops killed more than 38,000 Palestinians since October 7th and the number is most likely higher, given the corpses still under the rubble and the indirectly death causes specifically, people killed by the harsh living conditions created by the attacks[ii] (Al Jazeera, 2024). Of the verified deaths, 44% are school-aged kids, which adds to the 2199 kids killed by Israeli raids between 2000 and 2021[iii](Farajallah, 2022, p. 113). Moreover, at least 17,000 Palestinian kids are living separated from their parents, and more than ten children a day lose their limbs[iv] (Child Rights Committee, 2024). Israeli authorities attack the future of Palestine by aiming at its schools -the core of education, thus of societies and cultures- and its children, who are forced to live through constant warfare. Experiencing war-related traumas highly impacts children’s prospects. This paper will delve into the consequences of chronic warfare on children’s mental health and a country’s academic infrastructure.

The article will start by presenting a brief historical background on the Occupied Palestinian Territories; then, it will unveil the mental health effects of experiencing constant conflict-related stress, connecting it to the case of Gaza -and education. Both Palestinians living in Gaza and Palestinian refugees will be focused upon

 

Background

Palestine, officially the Occupied Palestinian Territories (OPT) is a country in the Levantine. It encompasses the Gaza Strip and the West Bank.

From the Bronze Age to the Middle Ages, various populations came and conquered the region, including Assyrians, Babylonians, Persians, and Mamluks, just to name a few. In 1516, Palestine became part of the Ottoman Empire. The Ottomans ruled the region until the end of the First World War and Palestinian cities became pivotal commercial sites[v] (The Institute For Palestine Studies, 2016). As the Ottoman Empire was defeated in the war and its land split, the British got a mandate from the League of Nations to establish their administration in the Palestinian region. Such mandate was made on the promise of “the establishment in Palestine of a national home for the Jewish  people.”[vi] (Britannica, 2018). The start of British rule correlates with the tensing up of the relationships between different religious groups that during the Ottoman Empire lived together peacefully. The hostilities peaked in 1947, when Palestine was divided into two States: Israel, for Jewish people, and Palestine, for Arab natives. Despite the premises, the partition did not fulfill the peaceful prospects, as already in 1948 Israel started experiencing disputes with nearby territories. The Nakba ended with various armistices, de-facto Israeli borders, and Palestinian displacement, as 400, or more, Palestinian-Arab towns were destroyed[vii] (Britannica, 2024). Since then, people in the OPT experienced one raid after another, and rebelled against them: the Six Days War (1967), the First Intifada (1987–1993), the Al-Aqsa Intifada (2000–2005), the Operation Cast Lead (December 2008 –January 2009), the Operation Pillar of Defense (November 2012), the Operation Protective Edge (July–August 2014), the Unity Intifada (May 2021)[viii] (Farajallah, 2022, p. 113 ).

 

War Trauma and Gazan kids

In recent years, scholars have carried out several research projects on the effects of chronic warfare on the mental state of young people. Such consequences depend on various factors: the violence one witnessed, the duration of the conflict, and the socio-cultural meaning of [mental] health. The most common psychological disorder affecting young kids is PTSD – Post-Traumatic Stress Disorder-[ix] (Catani, 2018, pp. 104-105), whereas, in later childhood, externalization of behavioral symptoms is more common, such as conduct defiant disorder[x] (Frounfelker et al, 2019) . Other consequences include sleep problems, panic attacks, attention deficit hyperactivity disorder, and depression[xi] (idem.). Moreover, war-related trauma also manifests in family and peer interactions, and stigma, especially in post-conflict and post-migration settings. Experiencing chronic warfare causes epigenetic changes leading to potential long-term health and development alterations as living through armed conflict activates unique DNA methylation changes[xii] (Neuroscience News, 2024).

In the case of Palestinian children, researchers have examined the mental aftermath of the Second Intifada and found an increase in aggressiveness of parents towards their children, and vice versa, more frequent nightmares in school-aged kids, and worse grades[xiii] (Farajallah, 2022, p. 114). Children in Gaza witnessed at least three war-related traumatic events and 95% percent of them live in fear, constant grief- and depression, high emotional distress, and more than half have contemplated suicide[xiv] (Ghazy, 2022). The disorders mentioned above relate to impairments in daily functions[xv] (Schöler et al., 2024).

 

Chronic warfare is a multidimensional situation that deteriorates one’s mental health. Studies carried out in Western countries argue for a correlation between the disintegration of one’s psychological sphere and academic achievements. Lower depression and positive psychological well-being relate to better educational performance[xvi] (Duncan et al., 2021). Suffering from PSTD lowers the chances of completing educational milestones, including finishing compulsory education[xvii] ((Vilaplana-Pérez et al., 2020). Children with higher social skills are more likely to graduate[xviii] (Idem.).  Moreover, externalizing symptoms correlates to lower academic achievements, and having attention disorders predicts lower reading development and mathematical skills

Chronic warfare also impacts the structure and the “behind-the-scenes” of schooling. In traditional literature, conflict means fewer financial resources are meant for education improvements and that families cannot afford education-related expenses[xx] (UNICEF, 2016). Teachers may flee, and students stop attending lessons as schools become unsafe sites[xxi] (Idem.). However, these issues do not fully represent the situation in Gaza where nearly 90% of educational buildings have been destroyed or permanently damaged[xxii] (Inger et al., 2024). The attacks continue and Gazan students experience gaps and discontinuity in their education as schools closed in October 2023. Some volunteers have organized basic lessons in tents, but school-aged children are more worried about their next meal but spending their time selling objects in the street and searching for water with their parents[xxiii] (Stack & Shbair, 2024).

 

Palestinian refugees and education

The ongoing Israeli attacks on Palestinian territories have forced people to leave their homes, flee to other countries, and become refugees. This precarious status of becoming refugees leads to physical and mental health struggles, which are reflected in the education realm.

Scholars Livia Hazer and Gustaf Gredebäck (2023) identify three distinct stages of mental distress related to the status of refugees[xxiv]. The first one is premigration  which it relates to living through war, thus, not having basic conditions met and the disintegration of family ties[xxv] (Idem, 3). The second one, perimigration, arises from the trauma of displacement[xxvi] (Ibid.). Displacement is associated with social and structural trauma(i.e. prolonged bureaucratic migration processes and multiple relocations) interpersonal trauma(i.e. exploitation and discrimination). Moreover, children suffer from the interruption of education. Palestinian refugee kids displaced to the Gaza Strip, the West Bank, Lebanon, Syria, and Jordan attend schools provided by UNRWA. In the West Bank, such educative institutions represent a “safe haven” for kids where they study and play with their friends. However, UNRWA-run schools do not provide shelter from Israeli violence when the two are close[xxvii] (UNRWA, 2023).  For example, pupils attending the school in Jalazone Palestine refugee camp do not feel safe due to its proximity to an illegal Israeli settlement- people living in the refugee camp, including children, have been detained and injured with tear gas and plastic bullets[xxviii] (UNRWA, 2021). Another problem lies in overcrowding, as UNRWA schools are small and resources are insufficient to provide good-quality education to all kids needing it[xxix] (Ibid.). Moreover, refugee kids and their families tackle additional problems regarding finance and documentation which prevent them from accessing higher studies[xxx] (United Nations). This point is particularly burning for Palestinian refugees as the absence of recognized statehood, and, consequently, citizenship rights, complicate the matter. Palestinians do not receive protection from international law when residing outside UNRWA’s operating zones.  As a result, they live through a liminality, compromised of legal ambiguity and invisibility, which affect education, their right to get an education, and the challenges they face while trying to get an education[xxxi] (Ahmed, 2023).  Since October 2023, 100 000 Gazans have escaped to Egypt and reside there without holding the “refugee status”. Thus, they are excluded from receiving humanitarian aid and legal documents and permits necessary for public school enrollment[xxxii] (Guergues, 2024). It is important to note that fleeing, as of November 2024, is incredibly hard and expensive, as the main border crossings are closed, and the few private companies assisting with trespassing demand high sums of money. Students awarded scholarships stumbled in bureaucratic, time-consuming mazes which made evacuation and pursuing education abroad impossible[xxxiii] (Ramadan, 2024).

 

Conclusion

Experts have accused Israel of committing a “scholasticide,” eliminating academic buildings, students, and teachers. The intense and violent raids attack Gazan schooling on two fronts: on the supply side and the demand side. Israeli forces have permanently destroyed most educational buildings, including universities. Furthermore, chronic warfare has tremendous consequences for the survivors, both physical and mental. Emotional distress and psychological disorders impact the daily and future lives of Gazan kids, including their education prospects. Belligerent attacks unleash a vicious cycle of destruction that manifests through the discontinuity of education impacting the next generations. While education appears to be an ancillary problem in a region, where people are struggling to secure water, medicine, and daily nutrition, it remains critical.  The topic cannot be erased from international discourses as its neglect will exacerbate Gaza’s long-term challenges and hinder the prospects of its people.

 

Reference List

 

A day in the life of a Palestine refugee student in the West Bank. (2021). UNRWA. https://www.unrwa.org/newsroom/features/day-life-palestine-refugee-student-west-bank

 

Al Jazeera. (2024). Gaza toll could exceed 186,000, Lancet study says. Al Jazeera. https://www.aljazeera.com/news/2024/7/8/gaza-toll-could-exceed-186000-lancet-study-says

 

Britannica. (2024). 1948 Arab-Israeli War | Summary, Outcome, Casualties, & Timeline | Britannica.  https://www.britannica.com/event/1948-Arab-Israeli-War

 

Britannica. (2018). Balfour Declaration | History & Impact. Encyclopædia Britannica. https://www.britannica.com/event/Balfour-Declaration

 

Catani, C. (2018). Mental health of children living in war zones: a risk and protection perspective. World Psychiatry, 17(1), 104–105. https://doi.org/10.1002/wps.20496

 

Child Rights Committee statement on children in Gaza. (2024). OHCHR. https://www.ohchr.org/en/statements/2024/02/child-rights-committee-statement-children-gaza

Duncan, M. J., Patte, K. A., & Leatherdale, S. T. (2021). Mental Health Associations with Academic Performance and Education Behaviors in Canadian Secondary School Students. Canadian Journal of School Psychology, 36(4), 082957352199731. https://doi.org/10.1177/0829573521997311

 

Farajallah, I. (2022). Continuous Traumatic Stress in Palestine: The Psychological Effects of the Occupation and Chronic Warfare on Palestinian Children. World Social Psychiatry, 4(2), 112. https://doi.org/10.4103/wsp.wsp_26_22

 

Frounfelker, R. (2019). Living through war: Mental health of children and youth in conflict-affected areas. International Review of the Red Cross. https://international-review.icrc.org/articles/living-through-war-mental-health-children-and-youth-conflict-affected-areas#footnote7_4a64345

 

Ghazy Randa. (2022). After 15 years of blockade, four out of five children in Gaza say they are living with depression, grief and fear. Save the Children International. https://www.savethechildren.net/news/after-15-years-blockade-four-out-five-children-gaza-say-they-are-living-depression-grief-and

 

Guergues, Azza. (2024). How Are Palestinians in Gaza Fleeing to Egypt? Foreign Policy; Foreign Policy. https://foreignpolicy.com/2024/08/15/gaza-palestinians-fleeing-egypt-refugees-rafah-crossing-israel-war/

 

Hazer, L., & Gredebäck, G. (2023). The effects of war, displacement, and trauma on child development. Humanities and Social Sciences Communications, 10(1), 1–19. https://doi.org/10.1057/s41599-023-02438-8

 

Inger, I., Sherif, Y., & Egeland, J. (2024). Education under attack in Gaza, with nearly 90% of school buildings damaged or destroyed. Save the Children International. https://www.savethechildren.net/blog/education-under-attack-gaza-nearly-90-school-buildings-damaged-or-destroyed

 

Investing In The Future Through Education of Palestine Refugees: UNRWA Marks International Day of Education. (2023). UNRWA. https://www.unrwa.org/newsroom/news-releases/investing-future-through-education-palestine-refugees

 

Ahmed, Nasim. (2023). Trapped in a legal black hole, Palestinian refugees in Turkiye dream of going home. Middle East Monitor. https://www.middleeastmonitor.com/20230830-trapped-in-a-legal-black-hole-palestinian-refugees-in-turkiye-dream-of-going-home/

 

Ottoman Palestine. (2016, March 2). The Institute for Palestine Studies. https://digitalprojects.palestine-studies.org/resources/special-focus/ottoman-palestine

 

Ramadan, A. (2024, November 22). In Gaza dreams die, but hope remains. Al Jazeera. https://www.aljazeera.com/opinions/2024/11/22/in-gaza-dreams-die-but-hope-remains

 

Schöler, N., Gal, G., Wissow, L. S., & Akihiro Seita. (2024). Stress and Trauma Symptoms in Young Palestine Refugee Children Following the May 2021 Escalation in Gaza. JAACAP Open. https://doi.org/10.1016/j.jaacop.2024.06.003

 

Stack, L., & Shbair, B. (2024). With Schools in Ruins, Education in Gaza Will Be Hobbled for Years. The New York Times. https://www.nytimes.com/2024/05/06/world/middleeast/gaza-schools-damaged-destroyed.html

 

Unicef. (2016). Violent Conflict and Educational Inequality Literature Review FHI 360 Education Policy and Data Center. https://www.epdc.org/sites/default/files/documents/Conflict%20and%20Inequality%20Literature%20Review%20FINAL.pdf

 

United Nations. Refugee education in crisis: More than half of the world’s school-age refugee children do not get an education. United Nations. https://www.un.org/en/academic-impact/refugee-education-crisis-more-half-worlds-school-age-refugee-children-do-not-get

 

Vilaplana-Pérez, A., Sidorchuk, A., Pérez-Vigil, A., Brander, G., Isoumura, K., Hesselmark, E., Sevilla-Cermeño, L., Valdimarsdóttir, U. A., Song, H., Jangmo, A., Kuja-Halkola, R., D’Onofrio, B. M., Larsson, H., Garcia-Soriano, G., Mataix-Cols, D., & Fernández de la Cruz, L. (2020). Assessment of Posttraumatic Stress Disorder and Educational Achievement in Sweden. JAMA Network Open, 3(12), e2028477. https://doi.org/10.1001/jamanetworkopen.2020.28477

 

War Impacts Child Development, Alters DNA – Neuroscience News. (2024). Neuroscience News. https://neurosciencenews.com/neurodevelopment-genetics-war-28091/

 

 

 

 

 

[i] Lister Tim, Dahman Ibrahim, and Tamar Michaelis. Around 70% of deaths in Gaza are women and children, says UN. 2024. https://edition.cnn.com/2024/11/09/middleeast/un-warnings-gaza-humanitarian-conditions-intl/index.html

 

[ii] Gaza toll could exceed 186,000, Lancet study says. 2024. https://www.aljazeera.com/news/2024/7/8/gaza-toll-could-exceed-186000-lancet-study-says

 

[iii] Farajallah, Iman. Continuous Traumatic Stress in Palestine: The Psychological Effects of the Occupation and Chronic Warfare on Palestinian Children. World Social Psychiatry. 2022

 

[iv] Child Rights Committee statement on children in Gaza. 2024. https://www.ohchr.org/en/statements/2024/02/child-rights-committee-statement-children-gaza

 

[v] Ottoman Palestine. Digital Projects-Institute for Palestine Studies. https://digitalprojects.palestine-studies.org/resources/special-focus/ottoman-palestine

 

[vi] Balfour Declaration. Britannica. https://www.britannica.com/event/Balfour-Declaration

 

[vii] 1948 Arab-Israeli War. Britannica. https://www.britannica.com/event/1948-Arab-Israeli-War

 

[viii] Farajallah, Iman. Continuous Traumatic Stress in Palestine: The Psychological Effects of the Occupation and Chronic Warfare on Palestinian Children. World Social Psychiatry. 2022:113. https://www.academia.edu/85404245/Continuous_Traumatic_Stress_in_Palestine_The_Psychological_Effects_of_the_Occupation_and_Chronic_Warfare_on_Palestinian_Children

 

 

[ix] Catani, Claudia. Mental health of children living in war zones: a risk and protection perspective. World Psychiatry 17, 1: 104-105. https://pmc.ncbi.nlm.nih.gov/articles/PMC5775132/

 

[x] Frounfelker, Rochelle L. et al. Living through war: Mental health of children and youth in conflict-affected areas. International Review of the Red Cross. 2019. https://international-review.icrc.org/articles/living-through-war-mental-health-children-and-youth-conflict-affected-areas#footnote7_4a64345

 

[xi] Idem.

 

[xii] War Impacts Child Development, Alters DNA. Neuroscience News. 2024. https://neurosciencenews.com/neurodevelopment-genetics-war-28091/

 

[xiii] Farajallah, Iman. Continuous Traumatic Stress in Palestine: The Psychological Effects of the Occupation and Chronic Warfare on Palestinian Children. World Social Psychiatry. 2022: 114. https://www.academia.edu/85404245/Continuous_Traumatic_Stress_in_Palestine_The_Psychological_Effects_of_the_Occupation_and_Chronic_Warfare_on_Palestinian_Children

 

[xiv] Gazhy, Randa. After 15 years of blockade, four out of five children in Gaza say they are living with depression, grief and fear. Save the Children. 2022.

 

[xv] Schöler, Nina,  Gilad Gal, Lawrence S. Wissow, and Akihiro Seit. Stress and Trauma Symptoms in Young Palestine Refugee Children Following the May 2021 Escalation in Gaza. JAACAP Open. 2024: 3. https://doi.org/10.1016/j.jaacop.2024.06.003

 

[xvi] Duncan, Markus, Karen Patte A., & Scott Leatherdale. Mental Health Associations with Academic Performance and Education Behaviors in Canadian Secondary School Students. Canadian Journal of School Psychology 36, 4: 335-357. 2021.  https://doi.org/10.1177/0829573521997311

 

[xvii] Vilaplana-Pérez, Alba et al. Assessment of Posttraumatic Stress Disorder and Educational Achievement in Sweden. JAMA Network Open 23, 2. 2020. https://pubmed.ncbi.nlm.nih.gov/33289847/

 

[xviii] Ibid.

 

[xix] Ibid.

 

[xx] Violent Conflict and Educational Inequality. UNICEF. 2016. https://www.epdc.org/sites/default/files/documents/Conflict%20and%20Inequality%20Literature%20Review%20FINAL.pdf

[xxi] Ibid.

 

[xxii] Ashing Inger, Yasmine Sherif, and Jan Egeland. Education under attack in Gaza, with nearly 90% of school buildings damaged or destroyed. Save the Children. 2024. https://www.savethechildren.net/blog/education-under-attack-gaza-nearly-90-school-buildings-damaged-or-destroyed

 

[xxiii] Stack, Liam and Bilal Shbair. With Schools in Ruins, Education in Gaza Will Be Hobbled for Years. New York Times. 2024. https://www.nytimes.com/2024/05/06/world/middleeast/gaza-schools-damaged-destroyed.html

 

[xxiv] Hazer, Livia and Gustaf Gredebäck. The effects of war, displacement, and trauma on child development. Humanities and Social Sciences Communications 10, 909. 2023.

 

[xxv] Idem., 3.

 

[xxvi] Ibid.

 

[xxvii] Investing In The Future Through Education of Palestine Refugees: UNRWA Marks International Day of Education.

UNRWA. 2023. https://www.unrwa.org/newsroom/news-releases/investing-future-through-education-palestine-refugees

 

[xxviii] A day in the life of a Palestine refugee student in the West Bank. UNRWA. 2021. https://www.unrwa.org/newsroom/features/day-life-palestine-refugee-student-west-bank

 

[xxix] Ibid.

 

[xxx] Refugee education in crisis: More than half of the world’s school-age refugee children do not get an education. United Nations. https://www.un.org/en/academic-impact/refugee-education-crisis-more-half-worlds-school-age-refugee-children-do-not-get

 

[xxxi] Ahmed, Nasim. Trapped in a legal black hole, Palestinian refugees in Turkiye dream of going home. Middle East Monitor. 2023. https://www.middleeastmonitor.com/20230830-trapped-in-a-legal-black-hole-palestinian-refugees-in-turkiye-dream-of-going-home/

 

[xxxii] Guergues, Azza. How 100,000 Palestinians Are Surviving in Egypt Without Refugee Status. Foreign Policy. 2024. https://foreignpolicy.com/2024/08/15/gaza-palestinians-fleeing-egypt-refugees-rafah-crossing-israel-war/

.

[xxxiii] Ramadan, Abdallah. In Gaza dreams die, but hope remains. Al Jazeera. 2024. https://www.aljazeera.com/opinions/2024/11/22/in-gaza-dreams-die-but-hope-remains

 

 

[CG1]in order to avoid using “paper” again

 

[CG2]I understand what you mean but for clarity you should clearly state who is them. Or maybe you want to say they rebelled against the raids so then add an “against” them

 

https://pubmed.ncbi.nlm.nih.gov/33289847/

 

[CG4]I would rather rephrase this as:  including their educational prospects. Would leave out “as well”

Educational Challenges in Belarus: Behind the Iron Curtain: The Struggles of Belarusian Education

Educational Challenges in Belarus: Behind the Iron Curtain: The Struggles of Belarusian Education

Behind the Iron Curtain: The Struggles of Belarusian Education

Written by Danylo Malchevskyi

Broken Chalk, Amsterdam, 2024

 

Introduction and Context

Image: Energy Intelligence (2023)

How can a nation rich in cultural heritage struggle so profoundly in educating its youth?

Belarus, a landlocked nation in Eastern Europe, is often recognized for its rich cultural heritage. However, beneath the cultural richness lies a complex and evolving educational landscape. Heavily influenced by its Soviet past, the Belarusian education system has undergone significant changes since the nation gained independence in 1991. Despite efforts to modernize, the system faces numerous challenges that affect both the quality and accessibility of education. Issues such as political censorship, lack of international cooperation, and brain drain paint a complicated picture of the educational environment in Belarus. The year 2022 brought additional complexities, as the Russian invasion of Ukraine had profound implications for Belarus.

This article delves into these challenges, exploring the root causes and potential solutions, while highlighting the critical need for greater investment in education amidst a backdrop of regional instability and geopolitical conflict.

Current challenges

Political Influence and Censorship

Image: Free Press Unites (2024)

One of the most significant challenges in the Belarusian education system is the pervasive political influence and censorship. The government, under the leadership of President Alexander Lukashenko since 1994, has maintained tight control over the educational sector. This control manifests in various ways, including the curriculum, which is often used as a tool for political propaganda (StopFake, 2023). Textbooks and teaching materials are closely monitored and aligned with the state’s ideological stance, limiting academic freedom and critical thinking among students (StopFake, 2023).

The extent of this control is reflected in the findings of the Academic Freedom Index, which assesses levels of respect for academic freedom in 175 countries and territories based on surveys of more than 2000 country experts around the globe. According to Scholars at Risk Europe (2023), there has been a steady decline in academic freedom in Belarus. The country’s score plummeted from 0.6 in 1994 to 0.19 in 2019, and further to a mere 0.03 in 2022, placing Belarus in the bottom 10% of all countries covered (Scholars at Risk Europe, 2023).

Moreover, the 2023 Freedom House Belarus Country Report concludes that academic freedom “remains subject to intense state ideological pressures,” with new laws mandating adherence to a particular historical narrative and imposing criminal sanctions for those who express contrary views (Freedom House, 2023). The repression of academic freedom is further evidenced by the Honest University project, part of the non-governmental organization Honest People. This project has documented 1,693 incidents of students and professors facing repression or pressure at universities in Belarus (Honest People, 2024). These incidents range from dismissals and expulsions to threats and detentions, creating an atmosphere of fear and self-censorship within academic institutions.

Such pervasive control and suppression of dissenting voices degrade the overall quality of education, as critical thinking and open discourse are essential components of a robust academic environment. The lack of freedom to explore diverse perspectives and challenge established narratives significantly hampers the intellectual development of students and the academic community at large.

Lack of International Cooperation and Impact of Sanctions

Image: YouTube, DW News (2021)

International cooperation plays a crucial role in enhancing the quality and relevance of education systems worldwide by fostering academic exchanges, research collaborations, and sharing best practices. However, one of the significant challenges for Belarusian education is the limited engagement with global educational networks. Belarus has been subjected to numerous sanctions from “Western” countries (Council of the European Union, 2024). These sanctions were first implemented in the early 2000s and later intensified following the disputed 2020 presidential election, which was marked by widespread allegations of electoral fraud (Radio Free Europe/Radio Liberty, 2020). The government’s severe crackdown on opposition movements and massive demonstrations further exacerbated the situation, leading to increased international condemnation and punitive measures.

Belarus’s close alignment with Russia and its involvement in the ongoing war in Ukraine have further strained its relations with the international community. In 2022, Belarus allowed Russian forces to use its territory as a launching pad for the invasion of Ukraine. This decision was pivotal, as it provided strategic advantages to Russia, enabling Putin’s army to launch attacks more effectively and rapidly into Ukrainian territory (Court, 2023). The consequences of this decision were severe and far-reaching: the Russian invasion led to the occupation of several Ukrainian regions, bringing with it a wave of violence and human rights abuses (Amnesty International, 2023). As a result, the Bologna Process Follow-Up Group suspended the representation of Belarus in the Bologna Process, as well as in working groups of the European Higher Education Area (European Higher Education Area, 2020). This marked the beginning of a series of successive suspensions from academic networks, associations, and formal collaborations.

Such sanctions limit the exposure of Belarusian educators and students to innovative teaching methods, modern pedagogical practices, and cutting-edge research. The absence of robust international partnerships also means that Belarusian institutions are less competitive in attracting international students, further perpetuating a cycle of isolation.

Brain Drain

Image: TheGlobalEconomy.com (2023)

The phenomenon of brain drain poses a significant challenge for Belarus, as many talented and educated individuals leave the country in search of better opportunities abroad. According to Andrei Kazakevich, director of the Institute of Political Sphere, approximately 180,000 people have left Belarus since 2020, the majority of whom are young individuals (BSA, 2023). This emigration is driven by various factors, including the lack of academic freedom, limited career prospects, and better living conditions abroad.

The brain drain primarily impacts the higher education sector, with many young Belarusians choosing to pursue their studies abroad. Consequently, Belarus loses a significant portion of its educated workforce, hindering the country’s development and exacerbating the challenges facing its education system. It is estimated that approximately 30,000 Belarusian students are currently enrolled in foreign universities, seeking better educational opportunities (Dunaeu, 2023).

In response to this issue, Alexander Lukashenko has expressed noticeable irritation, remarking, “They will return with completely changed mindsets” (ILRT, 2023). He has proposed several repressive measures to prevent young people from studying abroad. One such measure includes establishing a working group tasked with curbing the emigration of young professionals (LRT, 2023). The group’s responsibilities include monitoring the activities of educational institutions, scrutinizing student applications for international programs, and imposing administrative barriers to prevent students from obtaining necessary travel documents. These efforts reflect a broader attempt to control and influence the younger generation. By restricting opportunities for international study and work, the government aims to maintain its grip on the country’s future leaders and professionals.

Discrimination Based on Language

Image: Facts.net (2024)

The history of the Belarusian language is rich and complex, with its written form dating back at least 10 centuries (International Centre for Ethnic and Linguistic Diversity Studies, 2024). Following World War II, Belarusian schoolchildren became major targets of Soviet assimilationist policies. The Russification of education intensified after 1959 when Soviet leader Nikita Khrushchev declared that speaking Russian was essential for building communism. By the late 1980s, nearly 80% of schoolchildren in Belarus were studying in Russian, and Belarusian schooling was largely eliminated in cities (International Centre for Ethnic and Linguistic Diversity Studies, 2024).

The current government under President Aleksandr Lukashenko is continuing this trend, having little tolerance for the Belarusian language (Voice of Belarus, 2020). The preference for Russian is part of a broader strategy to suppress nationalistic sentiments that could challenge Lukashenka’s rule. After the 2020 protests, which erupted in response to a disputed presidential election widely criticized for electoral fraud, speaking Belarusian became increasingly dangerous (Jozwiak, 2024). The government’s severe crackdown on opposition movements and demonstrators created an atmosphere of repression and fear. In such socio-political climate, using the Belarusian language became a form of dissent, attracting suspicion and potential repercussions (Jozwiak, 2024).

In the field of education, the suppression of the Belarusian language is starkly evident. For example, Andrei, a lecturer at a Belarusian technical university, remarked: “Belarusian has always been rare in our university, but three years ago there were two or three teachers who used to give lectures in the language. Now they don’t work here, and none of the new ones are willing to teach in Belarusian. A new vice-rector has recently appeared at the university. Everybody knows that he is a former KGB officer. It seems that he has plans to search for dissenters inside the university” (Total Belarus, 2024).

This suppression is further exemplified by the actions of the government. On July 24th, 2023, the Ministry of Information of Belarus blocked Kamunikat.org, the largest online library of Belarusian literature, restricting access to this crucial resource (Belarusian Language Society, 2024). The website is now only accessible from abroad or via VPN services, further stifling the presence of the Belarusian language in public and academic life. This move can be seen as part of a broader strategy to suppress nationalistic sentiments and diminish the role of the Belarusian language in society.

Policy Recommendations

Image: ear-citizen.eu (2024)

It is crucial to mention that all the below-mentioned proposals can ONLY be effectively implemented after a regime change in Belarus. The current political environment under President Alexander Lukashenko’s authoritarian rule impedes meaningful reform. A shift towards a more democratic and transparent government is essential for creating the necessary conditions for these recommendations to take root and flourish.

1) Enhance Academic Freedom

To counteract political influence and censorship in Belarusian education, it is essential to establish independent educational bodies free from governmental control. Legal protections for educators and students must be implemented to ensure they can express diverse viewpoints without fear of reprisal.

For example, creating a National Academic Freedom Charter, similar to those in democratic countries, could help protect the rights of educators and students to teach and discuss controversial topics without interference. The Magna Charta Universitatum, adopted by over 900 universities worldwide, serves as a prime example of such a document (Magna Charta Observatory, 2024). Although Belarusian institutions have not signed this charter, it embodies the fundamental principles of academic freedom and institutional autonomy that could serve as a model for Belarus

2) Integrate with the European Union (EU)

 

  1. Adopt EU Educational Standards: Implement curricula and accreditation standards in line with EU guidelines.
  1. EU Funding Programs: Apply for EU educational and research grants to enhance resources and opportunities for Belarusian institutions.
  1. Erasmus+ Participation: Encourage participation in Erasmus+ and other EU exchange programs to increase student and staff mobility between Belarus and EU countries.

 

3) Address Brain Drain
  1. Career Development Programs: Implement career development centers in universities that offer counseling, job placement services, and skill-building workshops tailored to the local job market. Belarus can take note from Germany’s Career Service Centers at universities, which provide comprehensive support to students and graduates, including career counseling, job placement services, and skill-building workshops (University of Munich, 2024). These centers have proven effective in reducing brain drain.
  2. Tax Incentives: Provide significant tax breaks for young professionals and graduates who commit to working in Belarus for a certain period. An example could be Ireland’s “Special Assignee Relief Programme” (SARP), which offers tax incentives to highly skilled workers who relocate to Ireland for work (Revenue, 2024).

 

  1. Research and Innovation Funding: Create specific funding opportunities for innovative projects led by young researchers and professionals, ensuring they have the financial support to pursue cutting-edge research within Belarus.

 

4) Support Belarusian Language and Culture

  1. Language Programs: Develop and fund comprehensive Belarusian language programs in schools and universities.
  2. Cultural Grants: Provide grants for projects that promote Belarusian culture and heritage in the arts and humanities sectors.

 

A historic example that could serve as a guideline is the case of Wales (the Welsh Language Act 1993 and the subsequent Government of Wales Act 1998), which established measures to promote the Welsh language in education and public life (Law Wales, 2024). Comprehensive Welsh language programs in schools and universities have helped revive and sustain the Welsh language.

Conclusion

The education system in Belarus faces significant challenges stemming from political influence, censorship, limited international cooperation, brain drain, and language-based discrimination. Under President Alexander Lukashenko, political control has severely compromised academic freedom, transforming curricula into tools of propaganda and stifling dissent, which in turn undermines the quality of education and intellectual growth.

International sanctions and Belarus’s involvement in the Russia-Ukraine war have further isolated the country, restricting opportunities for academic exchanges and modernization. The brain drain phenomenon worsens these issues, as many talented individuals seek better opportunities abroad.

Meaningful reforms – such as enhancing academic freedom, aligning with European educational standards, addressing brain drain, and promoting the Belarusian language – can only be effectively implemented following a regime change towards a more democratic and transparent government. These measures are essential for overcoming the current educational challenges and fostering a more inclusive and dynamic academic environment in Belarus.

 

 

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