Education Monitor: Around The Globe between October 16th and October 31st, 2024 Edition

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between October 16th and October 31st, 2024. Broken Chalk aims with this letter to increase public awareness of  Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.

You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition.

October-16th-till-October-31st-2024-Edition-1

To download this edition as a PDF, click here

Broken Chalk Platform, in March 2019, was founded by a group of educators abroad who experienced and have been experiencing severe human rights violations in Turkey and had to ask for asylum currently in several countries.

These education volunteers also suffered greatly and started their new lives in their new countries without human rights violations. They gained respect just because they were considered human beings in those countries. However, they left one part of their minds and hearts in their homeland. They assigned themselves a new duty, and the human rights violations they left behind had to be announced to the World. A group of education volunteers who came together for this purpose started their activities under the Broken Chalk platform’s umbrella. However, the Broken Chalk platform was not enough to serve their aims. Therefore, they completed their official establishment as a Human Rights Foundation in October 2020.

Broken Chalk is now much more than a platform, and we have reviewed and enlarged our vision and mission within this framework. Violations of rights would be the first in our agenda in the field of Education all over the World. At the point we reached today, Broken Chalk opened its door to all individuals from all across the globe, from all professions, and to all individuals who say or can say ‘I also want to stand against violations of human rights in Education for our future and whole humanity, where our generations grow up together.’

Education is essential because it can help us eliminate the evils from society, introduce, and increase the good. We want to draw the public’s and stakeholders’ attention to the fact that Education is in danger in several different parts of the World. The attacks are wide-reaching, from the bombing of schools to the murder of students and teachers. Raping and sexual violence, arbitrary arrests, and forced recruitment also occurred, instigated by armed groups. Attacks on Education harm the students and teachers but also affect the communities in the short and long term.

We invite all individuals who want to stop human rights violations in Education to become Volunteers at Broken Chalk.

Educational Challenges in the U.S. Virgin Islands

Written by Aoibhínn Kiely

Introduction

The U.S. Virgin Islands are situated in the Caribbean Sea, located some 64 to 80 kilometres east of Puerto Rico. The region consists of three larger islands, St. Croix, St. Thomas and St. John, and approximately 50 smaller cays and islets, amassing a total area of 133 square miles. Due to the inviting climate, the U.S. Virgin Islands attracts a large number of tourists each year, however tourism is one of the region’s only economic resources, and financial aid and funding is provided by the United States. The region is at risk for hurricanes, with an average of 5 passing the region yearly, and in September of 2017 the territory sustained extreme damage from a barrage of two Category 5 hurricanes within the span of two weeks. Irma and Maria together destroyed virtually all crops of St Croix and an estimated 90% of buildings in the territory were destroyed or severely damaged.  

Education in the U.S. Virgin Islands is compulsory and government-run schools operate for free. The Virgin Islands Department of Education runs 21 elementary schools, six middle schools and six high schools between two school districts spread between the three main islands. The territory also sports one university, The University of the Virgin Islands, a public liberal arts based university.  However, a great number of students attend private schools, and most of the families who relocate to the U.S. Virgin Islands opt to send their children to private or religious affiliated schools, who also charge a tuition fee. Educational challenges in the U.S. Virgin Islands are characterised by poor funding, staff shortages, and struggling infrastructure, causing huge barriers to adequate education for the working class population of the islands.  

Unsafe working (and learning) conditions  

The vast majority of those who relocate to the U.S. Virgin Islands will decide to send their children to a private school to receive their education. With the Peter Gruber International Academy, situated on St. Thomas, requiring annual tuition ranging from $13,150 to $21,000 excluding materials and accreditation fees, it is starkly obvious that this option is not for everyone. However, given the state of current affairs in public schools, there is no doubt as to why parents would go out of pocket to avoid their children attending the region’s public schools. In September 2023, teachers across St. Croix walked out of their classrooms in protest, claiming that the conditions they are expected to work in are untenable and entirely unsafe. The protesting teachers mention not only the long-standing issues of underfunding for the schools, but also sweltering temperatures that have to be endured in classrooms, many of which have no clean drinking water. This region, famous for its balmy temperatures, has schools operating without air conditioning. The response to this protest has been to implement schedule adjustments, enforcing earlier dismissal and shortened class periods for the schools on St. Croix. In effect, poor funding has caused policy makers to opt for less schooling hours as opposed to providing adequate equipment to the schools. 

Teachers are not the only individuals enraged by these conditions, as students took to the streets in protest of the unsafe conditions they are expected to learn and grow under. Students from two historically rivalling highschools put their differences aside as they called for immediate action from leaders. Devastating heat and lack of air conditioning were only the tip of the iceberg for these students, as placards being held high mentioned termites, mould, leaking ceilings, and other structural ailments concerned with the physical school buildings. Further prompting the action was the stark lack of funding for equipment and maintenance workers. School facilities in the U.S. Virgin Islands have sustained damage not only from the hurricanes in 2017, but also many in the 90s and less severe instances in 2021 and 2022. As a result the infrastructure must constantly be repaired and seen to, which these students believe is not being upheld on the side of maintenance due to exceedingly poor funding. One of the schools in which the students came from, Educational Complex High School, is used as a hurricane shelter, which the students reiterated, poor maintenance is not only an educational disadvantage but a genuine health and safety hazard for those living on the island. The students stood in unison demanding answers to where the large budgets dedicated to the Department of Education have been going, and hoping together that their action will spare future students on St. Croix from the conditions they have to currently endure.  

Where have all the teachers gone? 

Dr. Dionne Wells-Hedrington, commissioner of the Virgin Islands Department of Education cannot stress enough the risk that classrooms will not be filled when the 2023/2024 school year begins. With learning deficiencies in the region presenting themselves as a challenge at present, the 127 teachers reaching retirement age represent a looming loss to the educational system on the islands and a concerning prospect for the students. The school year 2022/2023 saw 33 teachers separate themselves from the department, expanding the 43 pre-existing teaching vacancies in the region. The strategy being employed by the department in an attempt to tackle this growing issue that has been used for years, to try to recruit teachers from outside the territory to fill the gaps. The Department has been driven to launch a special appeal to recruit degree holders and retired teachers to fill substitute teacher positions. The situation remains dire however with Wells-Hedrington informing lawmakers last year that nearly 200 teachers and support staff retired or resigned from the already struggling public school education system between June 2022 and August 2022. Furthermore, the number of non-certified professionals working in the public schools on the Islands far outnumber those certified, with only 228 certified professionals in comparison to 610 non-certified professionals.  Emmanuella Perez-Cassius, the Board of Educations Vice Chairwoman, is adamant that educators need to receive higher pay, consistent curriculum mandates and better working conditions.  

A storm of mental distress 

The Board of Educations Vice Chairwoman further remarked that schools are sorely lacking formal trauma and mental health alert systems for children who need aid with serious issues. The Islands align with national data, indicating that children in America are in the midst of a mental health crisis. St. Croix Foundation reported in 2021 that 22.5% of middle schoolers had “seriously considered suicide” and 33.5% of high school students “felt so sad or hopeless almost every day for two or more weeks that they stopped doing some usual activities”. As this data was collected in the aftermath of the aforementioned hurricanes, it was seen as a cry for help and a call to action for the community of the Islands, with special emphasis on the education system to support children struggling in the region.  

In July 2023 Perez-Cassius made it clear that schools are not up to date with critical information that can protect children from a mental health crisis. As a result she called for direct and ongoing communication between the Department of Education and Department of Health, as well as other organisations concerning treatments, school services, and awareness for students with escalating mental health concerns. The Vice Chairwoman additionally called for the implementation of training on trauma based interventions and approaches. Studies have suggested that students on the islands experience PTSD at a significantly higher level than the general population, and a lack of intervention from the education system is an unfortunate shortfall that devastatingly lets students, and teachers alike, down.  

Leadership for change  

Although there is no absence of challenges faced by those pursuing education through the system in the U.S. Virgin Islands, these very individuals have shown resilience and perseverance time and time again in the face of challenges. The bravery of the protesting teachers and the voices of strong leaders such as Perez-Cassius and Dr.  Wells-Hedrington are not going unseen and unheard as attention is being drawn to these areas of concern. Furthermore, the children in the region have stepped up and shown that they will no longer allow for unsafe conditions to be tolerated. These students have shown responsibility and dedication in a way that no child should ever have to. Their passion and drive through their protests and their demands of lawmakers have made waves in their communities and it will be impossible for those in power to ignore their rightly placed rage.  After the terror of Irma and Maria the people of the U.S. Virgin Islands have worked hard to rebuild themselves and their education system, demonstrations of strength that will stand to the region with any hope.  

Featured image by “Back to school/ Picture by MChe Lee via Unsplash” 

 

References 

 

 

Current Issues The conflict in Congo: impact on education

By Zoe Alford

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

Education in the DRC:

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

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

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

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

Violence in North Kivu:

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

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

Conflict and its impacts on education:

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

Emergency Education:

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

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

References

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

Featured image by Doug Linstedt  from Unsplash

Academic Freedom in Zimbabwe: A concerning trend 

Introduction 

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

 

A Historical Context of Suppression 

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

 

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

 

Legal and Constitutional Ambiguities 

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

 

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

 

Impact on Education and Human Rights 

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

 

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

 

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

 

Parallels with Broader Human Rights Issues 

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

 

The Way Forward 

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

 

References: 

  1. Academic Freedom Index. Academic Freedom Index. 2024. https://academic-freedom-index.net/. 
  1. Mushawatu, Zachariah. Deportation as a Tool to Stifle Academic Freedom. University World News, August 25, 2023.  https://www.universityworldnews.com/post.php?story=202308242015511. 
  1. Mashininga, Kudzai and Mukeredzi, Tonderayi. Mugabe: From Glory to Misery, Especially for Students. University World News, September 14, 2019. https://www.universityworldnews.com/post.php?story=20190911161959567. 
  1. Zimbabwe Lawyers for Human Rights. What Is the Right to Education? Fact Sheet. 2019. https://www.zlhr.org.zw/wp-content/uploads/2017/01/2015-Right-to-Education.pdf. 
  1. Zimbabwe 2013 Constitution. Constitute Project. 2013. https://www.constituteproject.org/constitution/Zimbabwe_2013. 
  1. UN News. Zimbabwe: COVID-19 Must Not Be Used to Stifle Freedoms, Says UN Rights Office. United Nations, July 29, 2020. https://news.un.org/en/story/2020/07/1069011. 
  1. Nyoka, Shingai. Zimbabwe Elections 2023: What You Need to Know. BBC News, August 22, 2023. https://www.bbc.com/news/world-africa-65775996. 
  1. The Guardian. “Abducted Zimbabwe Opposition Activist Tapfumaneyi Masaya Found Dead.” The Guardian, November 14, 2023.  https://www.theguardian.com/world/2023/nov/14/abducted-zimbabwe-opposition-activist-tapfumaneyi-masaya-found-dead. 
  1. BBC News. “Nelson Chamisa: Zimbabwe Opposition CCC Leader Quits ‘contaminated’ Party.” BBC News. January 25, 2024. https://www.bbc.com/news/world-africa-68095685. 
  1. Freedom House. Zimbabwe. Freedom House, 2024. https://freedomhouse.org/country/zimbabwe/freedom-world/2024. 

 

Featured  Photo by Santi Vedrí on Unsplash

Seven Turkish Citizens Abducted in Kenya Press RELEASE

Panashe Mlambo and The Journalism Department.

Broken Chalk is deeply concerned about the proposed amendments to the Iraqi Personal Status Law No. 188 of 1959 and appeals to the government to safeguard the interests of children. If enacted, these amendments would pose a significant threat to the rights of women and children in Iraq.The proposed changes aim to reinstate religious laws over the current constitutional laws that govern Iraq. A particularly alarming aspect of this proposal is that it would allow for the legal marriage of girls to be 9 years and boys 15 years. Currently, Iraqi law prohibits marriage under the age of 18, ensuring a level of protection for children.The enactment of this proposal would have far-reaching consequences, not only economically and politically but also in terms of education. Every child has the right to education and to be treated as a child. As a signatory to the UN Convention on the Rights of the Child, Iraq is obligated to protect the interests of its children. This proposal represents a serious deviation from Iraq’s commitments under the UN Convention and would likely result in grave human rights violations.Research has consistently shown that child marriages reduce educational opportunities, increase school dropout rates, and restrict the freedom of children. Moreover, this law would likely exacerbate gender-based violence and further diminish accountability for perpetrators who target children.Broken Chalk strongly urges the Iraqi government to safeguard the interests of children and to protect their childhood and freedom by rejecting this harmful proposal.

Seven-Turkish-Citizens-Abducted-in-Kenya-Press-RELEASE

Missing Childhoods: Child Kidnapping in Nigeria

Written by Iasmina-Măriuca Stoian

“The statistics are disturbing; the reality is devastating. It has been 9 years since the horrendous abduction of the Chibok girls, yet the nightmare continues as children are still being kidnapped, forcibly recruited, killed and injured– their futures torn away,” said Cristian Munduate, UNICEF Representative in Nigeria.

Historical background

Situated on the West coast of Africa, Nigeria is a country with a rich history, that was also intertwined with its history as a British colony. Only after 1960, when it gained its independence, and it was declared a republic in 1963, Nigeria faced a difficult period of various dictatorships and political regimes that led to more political instability.

Additionally,  the country has faced issues such as cultural tensions, corruption and inequality. Recently, the numbers on child kidnappings have grown exponentially, particularly in conflict areas. These abductions not only have affected the families and the local communities but also have raised serious issues relating to the current administration and calls for urgent measures to be taken both at the national and international levels.

Despite the continuous efforts to address this issue, child kidnappings continue to remain one of the main challenges of the country, affecting not only the lives of children but also the country’s future. This article will look into the root causes that led to this serious issue, as well as the measures that were taken to combat the kidnappings and possible future measures to be taken by the government and international agents.

Understanding the issue

According to recent articles , more than 280 students were kidnapped from elementary schools in the northern region of the country, and seized by militants. This incident is reported to be bigger than the previous one[jc6] , also known as the Chibok girls abduction case. In 2014, Boko Haram, an Islamist jihadist group based in the northeastern region of Nigeria, abducted 276 girls from their dormitories, many of them still remaining missing to this day. This outrageous incident sparked international debate and led to the creation of the #BringBackOurGirls campaign on numerous social media platforms. The reality behind the abductions is even more horrific, leading to other crimes, such as rape, killing, and forced marriages.

Nine years after the Chibok girls incident, Amnesty International and UNICEF highlighted the lack of investigations by local authorities, abandonment of the cases and lack of action from the government. However, schools still are targets of abduction cases that are reported weekly, resulting in approximately 780 abducted children and 61 still held in captivity. [ii]Thus, international organizations are continuing to call for protection and justice for those children, as well as for measures to be taken by the Nigerian authorities.

This issue not only affects the lives of children and families, but it also associated with other issues in the country such as poverty, low rates of employment, political instability, and religious tensions. These challenges will be further discussed in the following paragraphs, explaining them in more detail.

Root causes

Poverty & unemployment

There is a strong link between poverty and unemployment and the issue of kidnapping in Nigeria. Recent rates indicate that almost 46% of Nigerians live in poverty, [iii] and this includes millions of youths who are unemployed and do not benefit from governmental help in any way.

Most of those children did not have access to education, finding their way of living on the streets, where they are most vulnerable. Kidnapping of children is used, besides for political bargains, also for economic gain (kidnapping for ransom), which seems to become more common as the economic gap between rich and poor families grows.

Religious & political factors

Religious differences and the constant tension between the Christian and Islamic citizens are also root causes of the kidnappings. The two religions have been in conflict for generations, thus leading to the abduction of numerous children who were secretly killed in the northern part of the country.

Boko Haram is an extremist terrorist group and their kidnappings are both religious and politically rooted, as declared by their leaders. They mostly target and abduct Christians, as well as people who do not recognize their ideology or political movement.

Methods and tactics of kidnappers

As methods, kidnapping of children can involve the use of offensive gadgets, weapons, specially designed technologies for tracking victims, as well as sensitive information about the targets in order to forcefully take them away from their families and instil fear in their minds. Moreover, kidnapping groups have an impressive organization strategy, in which they are structured on different teams, such as operation teams, guards, tax forces etc.

The reports show that most kidnappers carefully plan their abductions, calculating the costs and benefits of each action. Their preferences on targets vary between different factors that were previously mentioned, such as political, religious, and social backgrounds. This cost for each victim is calculated according to their Kidnap Ransom Value(KRV). In the context of child kidnapping, children from affluent families, with high social status, or from families that have bigger influence may have a higher KRV than others.

Impact on families and society

Child kidnapping can have a devastating effect on families and also on the community, instilling fear and anxiety. Apart from the evident trauma that is inflicted on the past victims, families are also affected. The emotional burden of not knowing the fate or the status of their relative who was abducted is a real trauma, that can cause stress, depression and anxiety in the long-term. Additionally, to the emotional impact, families can also be affected financially, having to face the costs of recovery, treatment or, in the cases of ransom kidnappings, the price they have to pay for having back their children.

On a larger scale, those abductions have also a long-term impact on the local communities. Kidnapped children, especially underaged girls, who can often be victims of other cruel acts, such as slavery, forced marriage and sexual molestation, have a higher impact on society. Thus, from affected families to a local community and later to the whole nation, this issue leads to insecurity, while insecurity leads to political tensions and instability.

Future challenges & solutions

Both present and past governments have tried so far to combat this issue of kidnapping children in Nigeria, through several measures. National and international bodies have collaborated and started several projects, to combat both terrorist threats by the Boko Haram group, and also the criminal activities associated with kidnapping. Other projects were designed to reduce poverty and to increase the quality and accessibility to education, in order to offer children an option and a chance not to end up living on the streets.

More effective solutions in combating this issue are to focus more and pay more attention to the root causes of kidnapping. This could include offering more employment opportunities for youth, investment projects in education, adoption of stricter and more protective laws and regulations and anti-kidnapping measures.

Conclusions

In conclusion, child kidnapping is a serious and complex issue that has different root causes, such as poverty, unemployment, religious and political tensions, and organized criminal group activities. The impact on families and society is enormous, leading to psychological and emotional long-term trauma. Thus, both international and national authorities should take urgent measures and also highlight the importance of international collaboration.

References

[i] See the articles from UNICEF titled “Devastating Reality: 9 Years After Chibok Abductions, Children in Northeast Nigeria Continue to Suffer the Brutal Consequences of Conflict”, and from CBS News “Witnesses in Nigeria say hundreds of children kidnapped in second mass-abduction in less than a week” for more details.

[ii] See the article from Amnesty International “Nigeria: Nine years after Chibok girls’ abducted, authorities failing to protect children”.

[iii] See Bello (2022) for more consideration.

 

 

From Pollution to Education: How Environmental Degradation in Lebanon Impacts the Education System

Written by Iasmina-Măriuca Stoian

Introduction

For the past two centuries to the present day, Lebanon has been subjected to the ever ongoing global environmental disasters and degradations, which have threatened the country’s infrastructure, national health and wellbeing as well as the overall economic climate. Most of them are also a result of the conflict period, more specifically from 2006. This article looks at the effects that environmental disasters have on education (such as destroyed school buildings and even threats to the health or the lives of students and teachers) . In country suffocating in the hazardous fog of pollution whilst suffering the effects of an extreme rise of commodity prices in their market economy, citizens live in a country that where health hazard is omnipresent and inevitable creates a population of sick and diseased people who have to then spend most of their income on healthcare, rendering them unable to afford any sort of education . It has become evident that there is an urgent need for the implementation of sustainable practices and policies in Lebanon, if the country hopes to improve its social welfare and economy. It is the responsibility of the Lebanese government to take the appropriate actions that will answer all needs of the Lebanese community. The pivotal question arises about whether our environment is being managed sustainably or if environmental concerns, along with the education sector, continue to be deprioritized. In order to have a sustainable future, both should be among the top priorities.

Current situation

Lebanon is facing severe environmental degradation due to systemic corruption, lack of effective regulation, unsustainable practices in agriculture and industry, but also from conflicts. From July 2006, the Post-Conflict Branch of the UN Environment Program started to monitor environmental issues associated with the conflict in Lebanon, by tracking potential environmental impacts on both sides of the border, in Lebanon and Israel. The assessment, conducted by the UN Environment and local partners, investigated issues related to solid and hazardous waste, industrial contamination, coastal and marine pollution, water resources, asbestos, and weapons used. The report found no evidence of depleted uranium or radioactive materials, but concerns remain about cluster bombs. In addition, the country heavily depends on generators for power consumption, and water and land have been polluted severely through human activities (deforestation). There is a large amount of disposal too. This has led to health problems, loss of biodiversity and increased exposure to natural disasters. Global cooperation and assistance, as well as the application of environmental legislation are indeed indispensable in helping Lebanon address its most pressing environmental challenges towards a healthier future.

Limited Access to Clean Water and Sanitation

According to the statistics made by USAID, Lebanon faces a significant water deficit, with only 48% of the population having access to safely managed water and 20% having access to safely managed sanitation. In schools, this lack of clean water and sanitation directly affects students who may not have access to safe drinking water or suitable sanitary facilities. These health risks, especially when specific ones recur time and again within a child’s life stream, can culminate in physical symptoms that keep sick children out of school. Schools also face challenges of providing their students and staff a safe environment as they lack access to water/sanitation with good quality infrastructure. USAID, among other organizations, along with local communities in Lebanon (plus other donors), are taking steps to provide populations access to safe drinking water and sanitation sources which would positively impact the students of tomorrow.

2020 Beirut explosion

On the 4th of August 2020, in the Port of Beirut, an explosion killed more than 200 people, injured more than 500 people, and affected approximately 280 educational institutions. What started as a simple warehouse fire of 2,750 tons of improperly stored ammonium nitrate, later caused significant environmental damage, including air and water pollution due to the release of hazardous chemicals. Beirut, previously a cultural hub with famous universities, was heavily affected by the blast, worsening its pre-existing financial struggles and threatening faculty with job loss. Thus, the Beirut explosion remains a symbol of Lebanon’s deep-seated political corruption, negligence, and the broader issues existing in the country, also recognized as one of the largest non-nuclear explosions in history.

Impact on health for students and teachers

The environmental disaster in Lebanon has significant health impacts on both students and teachers. The Beirut explosion released toxic chemicals into the air, leading to respiratory problems in nearby schools. Additionally, the country’s inadequate waste management has resulted in polluted water supplies, causing gastrointestinal illnesses among children. Schools located near landfills or industrial areas are particularly at risk, exposing students and teachers to harmful pollutants daily. These environmental challenges exacerbate existing health issues, leading to higher dropout rates and lower educational outcomes.

Existing initiatives and responses

In response to the current situation in Lebanon, several projects and initiatives have been launched and are still in the process of implementation, in order to address these challenges. Multiple international organisations, some of them being USAID or the United Nations. USAID’s project named Lebanon Water Project (LWP) finished in 2020 and aimed to improve access to safe drinking water, and to develop wastewater management. Other projects are also notable, for instance, the UNDP’s reforestation initiative aims to restore 10,000 hectares of forestland by planting 10 million trees, while UNICEF’s WASH programs have provided clean water and sanitation to over 200,000 people.

Conclusion

In summary, severe environmental degradation in the face of systemic corruption, conflict, and poor regulation has left deep impacts on both the infrastructure and health of the country, notably education. The explosion at Beirut and unrelenting problems with water scarcity and pollution raise awareness and underscore the acute need for effective environmental management and sustainable practices. Whereas most of the giant strides have been traversed by international organizations—the USAID, United Nations, or any other organization—through focused projects related to reforestation, water management, and sanitation, these must be scaled and folded into broader systemic reforms. Intervention in environmental crises in Lebanon is not only significant for natural and urban landscapes but also a healthy and fair educational environment. This shall ensure that in the securing of a sustainable future, the environmental and educational priorities of Lebanon align and are robustly attended to by comprehensive and long-term strategies and international cooperation.

References

    Cover Image by Tripoli, Lebanon on 1/31/2021 © Zwein Florient / Shutterstock

     

    Education Monitor: Around The Globe between October 1st and October 15th, 2024 Edition

    Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between October 1st and October 15th, 2024. Broken Chalk aims with this letter to increase public awareness of  Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.

    You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition.

    October-1st-till-October-15th-2024-Edition

    To download this edition as a PDF, click here

    Broken Chalk Platform, in March 2019, was founded by a group of educators abroad who experienced and have been experiencing severe human rights violations in Turkey and had to ask for asylum currently in several countries.

    These education volunteers also suffered greatly and started their new lives in their new countries without human rights violations. They gained respect just because they were considered human beings in those countries. However, they left one part of their minds and hearts in their homeland. They assigned themselves a new duty, and the human rights violations they left behind had to be announced to the World. A group of education volunteers who came together for this purpose started their activities under the Broken Chalk platform’s umbrella. However, the Broken Chalk platform was not enough to serve their aims. Therefore, they completed their official establishment as a Human Rights Foundation in October 2020.

    Broken Chalk is now much more than a platform, and we have reviewed and enlarged our vision and mission within this framework. Violations of rights would be the first in our agenda in the field of Education all over the World. At the point we reached today, Broken Chalk opened its door to all individuals from all across the globe, from all professions, and to all individuals who say or can say ‘I also want to stand against violations of human rights in Education for our future and whole humanity, where our generations grow up together.’

    Education is essential because it can help us eliminate the evils from society, introduce, and increase the good. We want to draw the public’s and stakeholders’ attention to the fact that Education is in danger in several different parts of the World. The attacks are wide-reaching, from the bombing of schools to the murder of students and teachers. Raping and sexual violence, arbitrary arrests, and forced recruitment also occurred, instigated by armed groups. Attacks on Education harm the students and teachers but also affect the communities in the short and long term.

    We invite all individuals who want to stop human rights violations in Education to become Volunteers at Broken Chalk.

    Education Monitor: Around The Globe between September 16th and September 30th, 2024 Edition

    Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between September 16th and September 30th, 2024. Broken Chalk aims with this letter to increase public awareness of  Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.

    You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition.

    September-16th-till-September-30th-2024-Edition

    To download this edition as a PDF, click here

    Broken Chalk Platform, in March 2019, was founded by a group of educators abroad who experienced and have been experiencing severe human rights violations in Turkey and had to ask for asylum currently in several countries.

    These education volunteers also suffered greatly and started their new lives in their new countries without human rights violations. They gained respect just because they were considered human beings in those countries. However, they left one part of their minds and hearts in their homeland. They assigned themselves a new duty, and the human rights violations they left behind had to be announced to the World. A group of education volunteers who came together for this purpose started their activities under the Broken Chalk platform’s umbrella. However, the Broken Chalk platform was not enough to serve their aims. Therefore, they completed their official establishment as a Human Rights Foundation in October 2020.

    Broken Chalk is now much more than a platform, and we have reviewed and enlarged our vision and mission within this framework. Violations of rights would be the first in our agenda in the field of Education all over the World. At the point we reached today, Broken Chalk opened its door to all individuals from all across the globe, from all professions, and to all individuals who say or can say ‘I also want to stand against violations of human rights in Education for our future and whole humanity, where our generations grow up together.’

    Education is essential because it can help us eliminate the evils from society, introduce, and increase the good. We want to draw the public’s and stakeholders’ attention to the fact that Education is in danger in several different parts of the World. The attacks are wide-reaching, from the bombing of schools to the murder of students and teachers. Raping and sexual violence, arbitrary arrests, and forced recruitment also occurred, instigated by armed groups. Attacks on Education harm the students and teachers but also affect the communities in the short and long term.

    We invite all individuals who want to stop human rights violations in Education to become Volunteers at Broken Chalk.

    Broken Chalk Condemns Escalation in Lebanon, Urges Protection of Children

    Panashe ML Mlambo and The Journalism Department.

    Broken Chalk Condemns Escalation in Lebanon, Urges Protection of Children. Broken Chalk, an organisation dedicated to improving access to education, is deeply concerned by the escalating violence in Lebanon and its devastating impact on children.Thousands of innocent civilians have been displaced, and children are bearing the brunt of the conflict. The recent attack has resulted in the tragic loss of young lives and left countless children traumatised.Broken Chalk emphasises the urgent need for a peaceful resolution to the crisis and calls upon all parties involved to prioritise the protection of children. The psychological well-being of children is being severely compromised, and the uncertainty surrounding school openings due to the ongoing bombing is causing further distress.Broken Chalk appeals to the international community to take immediate action to ensure the safety and well-being of Lebanese children. Humanitarian aid must be provided to support displaced families and address the urgent needs of children, including access to education, healthcare, and mental health services.

    Research and Journalism Department

    Email: research@brokenchalk.org

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