From Challenges to Triumphs: Latvia’s Educational Narrative

Written by Anastasia Bagration-Gruzinski

Education plays a vital role in the development and prosperity of any nation. In Latvia, a Baltic country in Northern Europe with a population of 1.9 million, the post-Soviet era brought opportunities for growth and reform across various sectors. However, as Latvia embarked on its independent path, it faced significant challenges within its education system. This article delves into the diverse educational challenges facing Latvia and proposes potential solutions to ensure a brighter future for its youth and the nation as a whole.

Quality of Education

One of the primary challenges plaguing Latvia’s education system is the uneven quality of education. Although some improvements have occurred over the years, Latvian students’ average performance in international assessments, such as the Programme for International Student Assessment (PISA), continues to lag behind the Organisation for Economic Cooperation and Development (OECD) average.

For example, Latvia ranked 30th out of 79 countries in mathematics, science and reading in the 2018 PISA assessments and 21 in the 2022 PISA. Such trends highlight underlying issues within teaching methodologies, curriculum design, assessment practices and learning environments that need attention and reform. Insufficient training for teachers and limited education funding contribute to this challenge.

Regional Disparities

Latvia’s education system exhibits significant regional disparities in access to quality education. Rural areas and small towns, especially Latgale – the poorest region, suffer from inadequate educational resources. This includes shortages of well-trained teachers, crumbling school infrastructure, lack of access to technology, limited course options, and inadequate learning facilities like libraries or laboratories.

For instance, schools in rural Aluksne had 10 teachers per 100 students in 2020, compared to just 6 teachers per 100 students in urban Riga. Such inequality in opportunities based on geographical location is a matter of grave concern and requires immediate policy and resource allocation interventions.

Teacher Shortages

Similar to many countries worldwide, Latvia faces an acute shortage of qualified teachers across subjects, which exacerbates educational challenges. Low salaries, limited professional development opportunities, high workloads and stressful working conditions contribute to the lack of new entrants to the teaching profession.

For example, the average monthly salary for teachers was just €930 in 2019, nearly 25% below the national average. Subjects like mathematics, sciences, foreign languages, and vocational skills face especially dire shortages. The consequences of teacher shortages are far-reaching, negatively impacting the quality of education and student outcomes.

Language of Instruction

Latvia’s ethnically diverse population, including a significant Russian-speaking minority comprising over 30% of the populace, poses challenges regarding language of instruction policies. The current national educational policy prioritizes Latvian as the primary medium of instruction. This can disadvantage students from Russian or other linguistic minority backgrounds who struggle with academic Latvian.

Critics argue this language barrier can result in lower educational attainment and assessments for minority-language students. Hence, balancing preservation of the national language with principles of equity and inclusion remains a persistent dilemma.

Early School Drop-out

Latvia has one of the highest rates of early school leaving in the European Union, with over 8% of 18-24 year olds classified as early school leavers in 2020. This premature disengagement from education severely limits students’ future higher education and employment prospects in today’s knowledge economy.

Complex factors like poverty, learning difficulties, family problems, disability or cultural biases contribute to early school abandonment. Tackling this urgent issue requires identifying and addressing its multifaceted root causes.

Possible Solutions to Latvia’s Educational Challenges:

1. Teacher Training and Professional Development

Investing in rigorous pre-service and in-service teacher training programs is crucial to enhance the quality of education in Latvia. Providing teachers with ample opportunities to learn modern pedagogies, educational technology skills, subject content knowledge and classroom management strategies can positively impact their teaching quality and student learning.

Incentives like salary increases for professional development, reduced workloads for new teachers, and training costs coverage can encourage continuous upskilling. Latvia must elevate the teaching profession and empower teachers to provide an outstanding education.

2. Equitable Resource Allocation

To mitigate regional disparities, the Latvian government must prioritize the equitable allocation of educational resources, including qualified teachers, infrastructure upgrades, learning technologies and instructional materials. Needs-based funding formulas can help ensure rural schools receive resources matching their student requirements. Upgrading rural school facilities and amenities is essential to bridge the urban-rural divide.

3. Multilingual Education

Promoting competency-based multilingual education is key to cater to Latvia’s diverse populace. Students should build a strong foundation in Latvian while also gaining proficiency in languages like English and Russian to thrive in a globalized world. Introducing immersive bilingual programs, recruiting multilingual teachers and encouraging exchange programs can support an inclusive multilingual vision.

4. Vocational Education

Latvia should strengthen and elevate vocational education and training (VET) programs as a viable pathway for students. VET provides relevant skills for trades and careers like engineering, IT, healthcare, business, hospitality and more. Work-based learning through apprenticeships and partnerships with industry can boost employability. Promoting VET through career guidance initiatives and highlighting its benefits is imperative.

5. Early Intervention Programs

Implementing targeted early intervention programs is vital to identify and assist students at risk of dropping out. Academic, social, psychological and career counseling services can help struggling students overcome challenges. Initiatives like vocational or alternative schools, online/remote learning options, and modified curriculum or evaluations may re-engage disconnected students. A holistic support system can get students back on track.

6. International Collaboration

International cooperation provides invaluable insights into global best practices that can inform Latvia’s education reforms. Participating in exchange programs, partnering with international education experts, and exploring successful initiatives from high-performing school systems worldwide can accelerate improvements. The OECD and EU provide important technical guidance and networking platforms.

7. Parental Engagement

Schools should actively encourage parental participation in education through frequent communication and workshops on supporting children’s learning. Equipping parents with tools like reading aids, disciplinary techniques and homework strategies fosters positive home learning environments. Regular parent-teacher meetings and volunteering opportunities can strengthen family-school partnerships and student outcomes.

8. Technology Integration

Integrating digital technologies like online learning platforms, interactive simulations, education apps and multimedia creation tools can enhance instruction and learning. However, this requires infrastructure investments, teacher training, well-designed e-content, and equitable student access. Blending online elements with traditional classroom teaching can make learning engaging, collaborative and tailored to diverse needs.

9. Quality Assurance Mechanisms

Robust quality assurance frameworks are essential to monitor and evaluate school performance, teacher practices and student outcomes. Standardized assessments, inspections, surveys and performance targets can help identify areas for improvement. Data analytics should guide evidence-based reforms and resource allocation. Sharing best practices between high-performing and struggling schools also facilitates growth.

10. Comprehensive Education Reforms

Fundamental reforms are imperative to address deep-rooted, systemic challenges. Policy initiatives could encompass modernizing curricula, elevating teacher status, implementing equitable funding structures, improving vocational education and creating inclusive language policies. A long-term roadmap for phased reforms with clear goals and monitoring systems can drive impactful change.

11. Increased Public Investment

Adequate public financial resources are critical to execute impactful reforms, upgrade infrastructure, support teachers and improve overall quality. Education funding in Latvia remains below EU averages. Policymakers must make education a top priority in annual budgets. Supplementing with support from parents, communities and private sector can create synergies.

In conclusion, Latvia’s key education challenges encompass uneven quality, regional disparities, teacher shortages, language barriers, and high early school leaving. Tackling these requires a multidimensional approach including teacher development, equitable resource allocation, multilingual instruction, vocational training, preventive interventions, digital adoption, quality assurance frameworks, public investment and international collaboration. Investing in such solutions can empower Latvia’s youth to excel academically and professionally while fostering inclusive growth. Education is the foundation for Latvia’s progress, competitiveness and prosperity in the 21st century global economy. With comprehensive reforms and collective effort from all stakeholders, Latvia can transform its education system challenges into triumph.

A special mention goes to my dear friend Ana Mamaladze, whose valuable insights and discussions greatly enhanced the depth of my research.

Educational Challenges in Spain

Written by María Núñez Fontain

“A BOAT WITHOUT A CAPTAIN IS CONDEMNED TO SINK“

Spain is a developed country and member of the European Union, which would give it a clear advantage in terms of educational levels and resources. Nevertheless, taking a closer look at Spain’s educational system, this quickly proves not to be the case.

At first glance, Spain’s most predominant issue seems to be clear: despite numerous attempts to modernise and adapt the educational curriculum, it still seems to be far and detached from the demands of its society.[1] Due to its decentralized State, this also proved problematic when attempting to achieve unity and equality.

As recent as 2021, Spain introduced the LOMLOE,[2] the new law on education that built upon the previous one – LOE – and obliviated the previous legislation, the LOMCE. This new law highlights sustainable development, gender equality, childhood rights, digital transformation and the adoption of a transversal approach to ensure success throughout constant improvement.

DROPOUT RATES

Spanish students tend to obtain low results on the PISA tests, despite being one of the countries that spends most time in classrooms.[3] The PISA is a test which measures 15-year-old´s educational level, and it is taken every three years. These low results reflect Spain´s teaching method, which focuses on memorizing information and not developing one´s autonomy and problem-solving skills. Another issue which may be linked to Spain’s low results is the fact that it currently has the highest school drop out rate of all European Union, as the current teaching methods make it difficult to maintain the student´s motivation and interest.[4] Unfortunately, this apathy also translates onto the teachers, who should be the ones sparking the interest of the students but, at the same time, should be motivated themselves.

The rate of early school dropout reached 14% in 2012, 5% above the EU target for 2030 which is set at 9%. This number makes Spain the second country in Europe with the most amount of people between 18 and 24 years old without basic education and training.[5] This percentage being highest among students whose mothers did not complete their primary education.[6] Ultimately, this reflects the biggest challenge currently facing Spain’s education system: the socioeconomic segregation.

SOCIOECONOMIC SEGREGATION

This is an issue which the European Commission and the United Nations have repeatedly requested Spain to address, and the socioeconomic disparity was also targeted in a report by the UN Special Rapporteur on extreme poverty and human rights in 2020. Before analysing its content, this article will offer a brief outlook at the socioeconomic situation of Spain with regards to education.

When addressing educational shortcomings, debates often revolve around aspects such as religion as a school subject or the strict use of the State’s official languages.[7] These two issues, while relevant, are far removed from the immediate problem. Spain shows high rates of inequality, scholarly failure, lack of monetary resources and scholarly segregation for socioeconomic reasons.[8]

In Spain, public schools host a high percentage of immigrants and students from low income families, which only increases the correlation between the quality of the education and the monetary resources to afford it – ultimately turning public schools into “guettos” with limited possibilities for their students and teachers.[9]

With the new legislation, the criteria for selecting students into public and private schools will fall on the hands of the public Administration, in what seems as an attempt to bridge this gap. In spite of this, the lack of awareness – or willingness to do so – must be addressed first if any solutions are going to be discussed.

Boy walking with a backpack in Spain. Picture by Jesús Rodríguez (2017)

THE ROLE OF TEACHERS

There is one challenge around which there is – almost – universal consensus: the role of the teachers. As the figures in charge of guiding students from an early age, teachers are often not given the respect they deserve as attending school is seen as a “tedious chore” in Spain. This might be because of the education teachers themselves receive, which is focused on the institutional aspects but does not give them the tools from a pedagogic perspective.[10]

Furthermore, the profession of a teacher presents a high percentage of instability, which prevents them from growing professionally.[11] This is exacerbated by the numerous changes in the educational laws that have taken place during recent times, a common object of concern and condemnation amongst teachers. With education often being used as a political weapon, its legislation changes along with the different governments.

Broken Chalk had the opportunity to interview Raúl Prada, the Head of Language Departments of a school in Spain. His answers will allow the reader to gain a better perspective on the education challenges that Spain currently faces from the perspective of a teacher who, as said by himself, is “in love with his profession”.

Q. What, in your opinion, are the main educational challenges in Spain?

I believe that the main challenges facing education in Spain are an excessive ratio in the classrooms that prevents the teacher from giving personalised attention. With the increase in students with special needs in each classroom, the problem worsens: these students are the most affected by this inability to provide them with special care and, ultimately, it plays a role in moving them further and further away from their integration into society.

Q. Do you think that in Spain there is a problem of socioeconomic segregation when it comes to education? Why? Why not?

Socioeconomic segregation is clearly connected to what was answered above, since the excess ratio at all levels causes students with more personal, social and economic difficulties to see themselves in clear inferiority with respect to those whose families can afford external support. This becomes even more evident in those families who cannot afford for their children to participate in activities during extracurricular hours.

Q. Have you encountered any experiences of socioeconomic segregation?

The aforementioned is a fact that we encounter every day in any classroom in Spain: an excess of students who should have more and better attention and teachers who cannot give more than they do, causing great frustration in them.

Q. How do you think teachers are viewed in the Spanish educational system?

The role of the teacher in Spain has been socially degraded increasingly each year, becoming not very well regarded by some families who question their decisions and, in many cases, far from helping, hinder their work. This is aggravated by the Administration, that increases every year the bureaucratic burden and forgets that the most important objective of the teacher is to educate.

Q. What measures or ideas would you suggest to improve the situation of the teachers?

The main solutions I would recommend based on my personal experience are firstly, to lower the ratio in the number of students per classroom, and secondly, to decrease the bureaucratic burden that exists in education and schools.

Q. Would you like to share any experience – positive, negative or both – about your experience and role as a teacher?

I am a positive person and in love with my profession, so any experience I can contribute with is positive. I always keep in mind what my students share with me while I try to be mindful of their needs. I feel that they appreciate and value it. However, I still always regret not being able to give more to those who need it.

Q. From a personal perspective, how do you feel the educational system has evolved and changed since you first started teaching and why do you think that is?

Unfortunately, the evolution of our educational system in the last 25 years is little or not enough. The reason is that the different governments that Spain has had in these years have made Education a political reason and approved successive laws – 8 different ones in 25 years. In doing so, they have failed to consider whether or not they enjoyed support from the entire political spectrum, rather focusing only on the political value of it. The result is that each party has approved a law tailored to its needs, which has been successively repealed when a party with a different ideology comes to government.

This situation has created great instability in the Spanish educational systems and has prompted some changes with no follow-up. Spain urgently needs an Educational law of general and permanent consensus, although subject to small variations.

Q. Any thoughts, comments or messages you would like to share as a teacher.

As a teacher, I say that the only way to survive on a day-to-day basis is the love for this profession and dedication to your students, and you must put aside the obstacles that grow every day because otherwise demotivation and helplessness will dig in us.

UN SPECIAL RAPPORTEUR ON EXTREME POVERTY AND HUMAN RIGHTS

All of the aforementioned concerns – and some more – were crystallized into the report by the UN Special Rapporteur on extreme poverty and human rights, written during his visit to Spain.[12]

The UN Rapporteur starts by saying that “education and poverty are closely linked”. Indeed, the socioeconomic resources of a family dictate the schools they have access to, and the public schools grow overflooded with low income and immigrant students, whose education cannot be ensured at the level that should be.

This is also due to the lack of public investment in education, which despite being free, shows a reality in which its crucial role does not match the resources thereby attributed.[13] The UN Rapporteur correctly concludes that “school segregation increases grade repetition, failure and dropouts, decreases assessment scores and adversely affects students’ expectations of pursuing university studies”. Finally, the education section rescues a quote from a Save the Children report from 2018, which reads: “concentrating children from the poorest backgrounds in the same schools is no recipe for educational success or overcoming poverty”.[14]

UN Special Rapporteur Philip Alston in Spain. Picture by Olivier de Schutter (2020)

CONCLUSION

Examining Spain’s educational system, it has become apparent that it presents several flaws. First, not only is the curriculum outdated, but it also fails in motivating the students and in preventing – or at least mitigating – the elevated school dropout rates. Second, Spanish schools do not cater to the needs of the population: not every school has the same resources and not every person can afford to attend any school. Instead of correcting this trend, in the last years it has been exacerbated, making schools a mirror of the social status of the students and their backgrounds. This effectively prevents a system based on equal opportunities.

Additionally, those in charge of actually providing the education are not motivated enough. The stability of their jobs is not ensured, and the lack of resources or their inadequate distribution prevents the teachers from giving individualised attention to the students. This overall contributes to a general environment of apathy which has an impact on both ends (students and teachers). Lastly, as long as education continues being a tool of politics, adjustable to the ideologies of the dominant political party, it will remain as a subdued element instead of a priority, and Spain will continue to suffer from low quality education and the inability to achieve efficient results.

References

2024 Thematic Report to the 79th Session of the UN General Assembly

Presented by Olimpia Guidi and Sarah Kuipers

Human rights organisations and NGOs play a crucial role in monitoring the impact of sanctions on human rights and providing support to affected parties. 12

In addressing the impact of sanctions on rights, Russia has recourse to various international mechanisms. These include the United Nations (UN), which it can engage through the UN Security Council, leveraging its position as a permanent member to voice concerns and negotiate resolutions. 15 Additionally, as a member of the World Trade Organization (WTO), Russia can challenge trade-related sanctions that contravene WTO agreements through dispute settlement mechanisms. 16

Furthermore, Russia’s membership in the Council of Europe subjects it to the jurisdiction of the European Court of Human Rights (ECHR). 17 Individuals or entities affected by sanctions can bring cases before the ECHR alleging violations of human rights protected under the European Convention on Human Rights. 18 Moreover, Russia could potentially utilise the International Court of Justice (ICJ) to challenge sanctions it believes violate international law or treaties. 19

However, ICJ jurisdiction requires the consent of all parties involved, posing limitations on its effectiveness. 20

Despite these avenues, the effectiveness of international mechanisms in safeguarding rights impacted by sanctions is subject to various limitations. Political considerations often hinder progress, with powerful actors reluctant to challenge one another’s actions. 21 Legal processes within these international bodies are typically time-consuming, offering delayed relief. 22 Enforcement of decisions and compliance by sanction-imposing countries can also be challenging. Furthermore, the scope of these mechanisms may not fully address the extraterritorial application of sanctions or their broader economic ramifications.

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References

12 Goncharenko, G., & Khadaroo, I. (2020). Disciplining human rights organisations through an accounting regulation: A case of the ‘foreign agents’ law in Russia. Critical Perspectives on Accounting, 72, 102129. Available at:https://www.sciencedirect.com/science/article/abs/pii/S104523541930108X

15 Gifkins, J. (2021). Beyond the veto: Roles in UN Security Council decision-making. Global Governance: A Review of Multilateralism and International Organizations, 27(1), 1-24.
16 Gantvarg, I. (2023). Categorisation and Legality of Trade Sanctions Imposed on Russia: Examining Compatibility with WTO and UN Legislation.
17 Nelaeva, G. A., Khabarova, E. A., & Sidorova, N. V. (2020). Russia’s Relations with the European Court of Human Rights in the Aftermath of the Markin Decision: Debating the “Backlash”. Human Rights Review, 21, 93-112
18 Ibid.
19 Sarkin, J. J., & Sarkin, E. (2022). Reforming the International Court of Justice to Deal with State Responsibility for Conflict and Human Rights Violations. International Human Rights Law Review, 11(1), 1-35. Available at:https://brill.com/view/journals/hrlr/11/1/article-p1_001.xml
20 Wulandari, R. (2022). Jurisdiction Issues of the International Court and the effectiveness of ICJ’s Decision in the Russia-Ukraine Dispute Resolution. Nurani: Jurnal Kajian Syari’ah dan Masyarakat, 22(2), 343-350.
21 Frye, T. (2022). Weak Strongman: The Limits of Power in Putin’s Russia. Princeton University Press.
22 Ibid.


Examining Contemporary Forms of Slavery: Implications for Currently and Formerly Incarcerated Populations

Presented by Samantha Orozco and Ariel Ozdemir

In the complex landscape of United States prison labour, there exist six primary categories of prison labour, namely maintenance work within carceral facilities, state prison industries, public works assignments benefiting governmental and non-profit entities, employment with private industries, work-release programs and restitution centres, and agricultural work.

Maintenance work primarily consists of tasks to maintain the prisons themselves, such as janitorial duties, food preparation, grounds maintenance, repair work, laundry, and providing essential services like working in prison hospitals, stockrooms, stores, barber shops, and libraries.

Discriminatory labour assignments
According to a report by the American Civil Liberties Union (ACLU) on exploitative carceral labour, race is a large determinant in work assignments. The report reveals that Black men are predominantly assigned to lower-paying or unpaid work such as agricultural, maintenance, or other facilities services jobs, while a higher proportion of white men are assigned to higher-paying jobs such as public works positions.

Inadequate wages & extortion
Incarcerated labourers are paid inadequate wages, often receiving minimal to no compensation; this condition has continued for decades without noticeable improvement. Moreover, prisons, along with the federal government, routinely deduct substantial portions—sometimes up to 80%—of these meagre wages to cover court-imposed fines, taxes, family support, restitution, and room and board expenses, exacerbating the financial burdens faced by those behind bars. According by the ACLU report, states also use the profits garnered from wage deductions “to sustain and expand incarceration” for such things as the construction and renovation of carceral facilities and the establishment and expansion of prison labour programs. Prisons frequently exploit and extort inmates by charging them exorbitant prices for essential items such as phone calls to families and toiletries. Consequently, the families of incarcerated individuals experience significant financial strain to meet these basic needs under price gouging. This also contributes to increased community-level financial insecurity and incarceration in areas with higher rates of incarcerated community members, perpetuating a vicious cycle of exploitation and insecurity.

Incarcerated labourers are not protected by the Occupational Safety and Health Act (OSHA), a federal statute that sets minimum standards and safeguards for health and safety in the workplace. As a result of the lack of workplace protections, incarcerated workers face many dangers in the workplace. Despite lacking jurisdiction to protect these workers, the Occupational Safety and Health Administration has conducted limited investigations which have uncovered severe health and safety concerns and a complete failure to ensure protections in the workplace.

Firstly, many lack proper safety training, leaving them vulnerable to preventable injuries and even fatalities while on the job. A staggering 70% of those surveyed by the ACLU reported receiving no formal job training. Additionally, they often find themselves working in unsafe environments, such as meat and poultry processing plants, garment factories operating sewing and cutting machinery, and industrial-scale prison kitchens and laundries where they’re exposed to hazardous chemicals and industrial machinery. Furthermore, incarcerated workers frequently endure a denial of medical care for workplace injuries. Moreover, during the COVID-19 pandemic, they were thrust to the frontline of the response effort, engaging in tasks like producing personal protective equipment (PPE) while being barred from using it, working in morgues, cleaning medical units, and undertaking frontline health roles, all of which put them at heightened risk of contracting the virus. Despite these dangers, incarcerated workers deemed to have essential job assignments were mandated to continue working.


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Towards Global Justice: Advocating for a Moratorium on the Death Penalty

Presented by Sarah Kuipers, María Núnez Fontán and Ariel Ozdemir

In 2020, 37 states voted against at the UNGA res 75/183 on the use of the death penalty, one of which was North Korea (DPRK). i However, the DPRK has not yet abolished the death penalty and therefore remains a retentionist state. Due to its political nature and isolationist policies, the subsequent lack of access to the DPRK continues to prove a barrier to data collection on the implementation of the resolution and the abolition of the death penalty for NGOs and international bodies alike. However, eyewitness accounts of North Korean defectors provide vital information into the inner workings of the DPRK and the ongoing use of the death penalty. This report will outline relevant updates on the situation in the DPRK regarding the use of the death penalty, the implementation of resolution 75/183, and the impacts on human rights in the country.

According to some NGOs, there are not many reliable sources from the DPRK, which would provide transparent data on the death penalty. As mentioned by Amnesty International, the issue lies within the dependent media sources and lack of transparency in verification. v

While the DPRK maintains that they do not carry out public executions, credible information from defectors gathered by human rights organisations such as Amnesty International contradicts these statements. xii As of recent reports, the DPRK has continued to employ the death penalty as a means of enforcing its authoritarian rule. The death penalty is codified into North Korean law for various lethal and non-lethal crimes. For example, the Pyongyang Cultural Language Protection Act (enacted in January 2023) bans any language deemed to have foreign influence or exhibit linguistic similarities to South Korean language. xiii During and following the outbreak of the COVID-19 pandemic, North Korea has also enforced a ‘Shoot on Sight’ order at the border for anyone attempting to enter or leave the country. xiv While limitations on freedom of movement have been somewhat eased for select people within and outside North Korea, the majority of the country’s citizens continue to be banned from leaving, punishable by death as “treachery against the nation”. xv

In another case last year, 20 young athletes were reportedly sentenced to 3-5 years hard labour for using South Korean language and slang (while execution was also a possible legal punishment for their actions under the Pyongyang Cultural Language Protection Act) xxi . Executions have also been reportedly carried out for religious and superstitious activities, drugs, and the breaking of covid regulations. xxii Moreover, reports indicate that infanticide and forced abortion have been used, especially in cases of mothers who were political prisoners, people with disabilities, victims of sexual violence by government officials and prison guards, and defectors forcibly repatriated from the PRC.

However, the utilisation of the death penalty in North Korea represents a gross violation of fundamental human rights including the right to life. The process lacks the most basic standards of due process and fairness, violating the fundamental right to a fair trial. Trials are often conducted behind closed doors, with defendants denied access to legal representation and facing pressure to provide forced confessions. xxiii Furthermore, the arbitrary nature of the accusations and lack of transparency surrounding these executions raise serious concerns about the legitimacy of the judicial system in North Korea.


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References

i UN RESOLUTION FOR A UNIVERSAL MORATORIUM ON THE USE OF THE DEATH PENALTY ANALYSIS OF THE 2020 VOTE. (n.d.). Retrieved April 10, 2024, from https://old.ecpm.org/wp-content/uploads/flyer-moratoire-GB-2020-211220.pdf

v DEATH SENTENCES AND EXECUTIONS 2022 AMNESTY INTERNATIONAL GLOBAL REPORT (n.d.). Retrieved April 10, 2024, from https://www.amnesty.ch/de/themen/todesstrafe/dok/2023/todesstrafen-bericht-2022-hoechststand-seit-5-jahren/amnesty-report-death-sentences-and-executions-2022.pdf

xii Amnesty International (2021) Democratic People’s Republic of Korea (North Korea): Public Executions: Converging Testimonies. https://www.amnesty.org/en/wp-content/uploads/2021/06/asa240011997en.pdf

xiii Hassan, T. (2023) North Korea: Events of 2023. Human Rights Watch https://www.hrw.org/world-report/2024/country-chapters/north-korea

xiv Sifton, J. (2020) North Korea’s Unlawful ‘Shoot on Sight’ Orders: Lethal Force at Border Needs to Comply with Human Rights Law. Human Rights Watch. https://www.hrw.org/news/2020/10/28/north-koreas-unlawful-shoot-sight-orders
xv Hassan, T. (2023) North Korea: Events of 2023. Human Rights Watch https://www.hrw.org/world-report/2024/country-chapters/north-korea; Citizens’ Alliance for North Korean Human Rights (2009) The Criminal Law of the Democratic People’s Republic of Korea. https://www.hrnk.org/uploads/pdfs/The%20Criminal%20Law%20of%20the%20Democratic%20Republic%20of%20Korea_2009_%20(1).pdf

xxi Kim, J. (2023) North Korea Sentences 20 Young Athletes for ‘Speaking Like South Koreans’. Radio Free Asia. https://www.rfa.org/english/news/korea/athletes-04132023094854.html
xxii Reuters (2023) North Korea Executes People for Sharing S Korean Media: Report. Al Jazeera. https://www.aljazeera.com/news/2023/3/31/north-korea-executes-people-for-sharing-s-korean-media-report; Bremer, I. (2024) North Korea Has Executed Citizens for Violating COVID Rules: Report. NK News. https://www.nknews.org/2024/01/north-korea-has-executed-citizens-for-violating-covid-rules-report/

xxiii Amnesty International (2021) Democratic People’s Republic of Korea (North Korea): Public Executions: Converging Testimonies. https://www.amnesty.org/en/wp-content/uploads/2021/06/asa240011997en.pdf


Cybermobbing in Europe

Written by: Mayeda Tayyab 

Cyberbullying is a prevalent form of bullying in today’s society. It takes place through electronic communication channels (e.g. emails, social media, texts) to harass and intimidate someone. Bullies can target a person through various electronic mediums like text messages, social media applications, and emails. However, cyberbullying itself takes many forms, and cyber-mobbing is one of them. 

According to STOMP Out Bullying (2024), cyber-mobbing is a form of cyberbullying that is conducted by more than one person. It is a group of people that gang up on one person using rumours, intimidation, while making it seem like the victim is responsible for the reception of such treatment (victim blaming). This kind of cyberbullying is hard to track as the person responsible for instigating the attack hides behind multiple online aggressors. Being attacked by a group of people also makes it extremely hard for the victim to defend themselves, breeding the feeling of isolation. 

Real-life consequences 

Although cyberbullying primarily takes place online, it has real life implications. One such case is of Lindsay, a 13-year-old French girl who fell victim to online abuse, which led to her ending her own life. Even after the death of the victim, the online abuse against her continued as bullies made social media posts rejoicing about her taking her own life. The judicial investigation into this case led to the charging of four minors for “bullying leading to suicide” and one adult for “death threats” (The Brussels Times, 2023). In addition to this investigation, Lindsay’s family filed a lawsuit against Facebook for failing to tackle hate speech and violating their obligation to moderate the content on their platform. Another suchcase is of Lucas, 13, who committed suicide in 2023 after being bullied at school for months due to being gay. Four secondary school students were charged and found guilty of bullying in June 2023 in this case. 

Recent surveys have also shown that 10% of students in French schools face bullying by their school fellows via social media (RFI, 2023). In light of these cases, the French Minister of Education, Pap Ndiaye, announced that all middle schools will provide hour-long anti-cyberbullying sessions to students to raise awareness at the start of the 2023 academic year. The ministry also announced the appointment of a special advisor to each school to deal with such cases and increased the funding for helplines for students in distress. 

Nicole ‘Coco’ Fox, a 21-year-old Irish woman, also experienced the same fate as these French teenagers whenshe took her own life due to bullying. She hanged herself after suffering from three years of online and physical abuse. Through the intense campaigning efforts of Nicole’s mother to push for national legislation punishing bullying, Ireland finally adopted Coco’s Law in 2021 (Genovese, 2023). Under this law, any person who publishes intimate images of a person without consent will face prison for up to 7 years. This law has resulted in the prosecution of hundreds of people for cyberbullying and intimate image-based online abuse (Genovese, 2023). 

Legislation

There is no EU legislation on tackling online bullying across Europe because such legislation would not be legally binding. This leaves the issue of cyberbullying up to governments. After devastating cases of suicide among young people in France, Ireland, and Italy, laws that criminalise  cyberbullying to prevent further harm have been adopted, although the damage to the existing victims of such harassment is already done. Despite this, most European countries still have no laws in place to protect children from online abuse. Governments and policymakers must take a proactive approach to cyberbullying to prevent psychological and physical harm to young people as has been demonstrated by cases such as Lindsay and Nicole Fox. 

With minimal legal protection in most countries, the onus of tackling cyberbullying on a mass scale falls on social media companies. In Lindsay’s case, a lawsuit against Facebook claimed that they were aware of the hateful posts directed at Lindsay and failed to remove them from their platform. Facebook responded to these claims stating that any content reported to be hateful is removed by them. 

What are social media applications doing?

Facebook has partnered with NGOs to form the Online Civil Courage Initiative, funding campaigns against hate speech and terrorism on Facebook (Ambasna-Jones, 2016). Facebook polices the content on their platform through their reporting system. Therefore, unfortunately, if any hateful content is not reported, it goes unnoticed by Facebook. Furthermore, there is no data to show how many reports received by Facebook are resolved and result in the removal of abusive content and accounts (Ambasna-Jones, 2016). There is a block feature on the app to remove anyone who might be harassing someone on Facebook, however, it is not enough to tackle cyber-mobbing which involves multiple people targeting a single person as they can still spread hateful content to the friends of the victim through social media as well as other online channels. 

Instagram, owned by Facebook, also has a similar reporting mechanism against abusive content, hate speech, and underage users (below the age of 13). Instagram claims to have a 24/7 report monitoring system, which is responsible for the removal of hateful accounts and reporting the perpetrators to local authorities (Ambasna-Jones, 2016). However, similar to Facebook, there is no data to show the effectiveness of their reporting mechanisms. 

X (formerly known as Twitter) is grappling with similar issues as Facebook in this regard. Although they have improved their reporting mechanisms, there is no data to show how many of these reports are successful and their overall impact on tackling abuse on X. 

Although these social media platforms have mechanisms in place to police bullying and abusive content, they are not taking a proactive approach to stop online harassment, as evidenced by Lindsay’s case where people were posting hateful content about her event after her death and Facebook failed to remove it. There needs to be a system in place that would screen social media platforms for any abusive material without the need for reporting to address cyberbullying before the materialisation of any psychological or physical harm.

Consequently, cyber-mobbing is a growing issue amongst the children in Europe. The national governments and social media companies must collaborate to tackle this issue via the criminal justice system and electronic preventative measures to remove abusive material from online spaces before they cause any harm. 

References

Education Monitor: Around The Globe between the 1st and 15th of May, 2024

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 1st and 15th of May, 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.

May-1st-till-15th-2024-Edition-2

To Download it as PDF: Follow this link.

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.

Special Rapporteur on Right to Development – Office of the High Commissioner for Human Rights

Presented by Merve Tiregul, Olimpia Guidi, Ruth Tesfay and Veronica Grazzi

The right to development for children refers to ensuring that children have access to the necessary conditions for their holistic growth and well-being, encompassing economic, social, political, and cultural dimensions. The planetary crisis, including the climate emergency, biodiversity collapse, and widespread pollution, poses an immediate danger to children’s rights worldwide. Nations have an obligation to address environmental harm and climate change due to the adverse effects of environmental degradation on the enjoyment of children’s rights. As the Convention on the Rights of the Child outlines, children’s rights extend to environmental protection, entitling children to a clean, healthy, and sustainable environment. i States should take measures to ensure that children are protected from foreseeable premature or unnatural death and threats to their lives and enjoy their right to life with dignity. Such measures include adopting and effectively implementing environmental standards, for example, those related to air and water quality, food safety, lead exposure and greenhouse gas emissions, and all other adequate and necessary environmental measures that protect children’s right to life. Moreover, children have the right to quality education that enables their intellectual, emotional, and social development. However, the right to education is particularly susceptible to the effects of environmental harm. ii This susceptibility can lead to school closures, interruptions in education, increased dropout rates, and damage to school facilities and recreational spaces.

One notable approach in Romania is the establishment of youth councils at the local level. These councils serve as platforms for young people to voice their opinions, propose initiatives, and engage in decision-making processes on issues affecting them and their communities. xiii Through these councils, young people have the opportunity to contribute actively to local governance and advocate for policies that address their needs and concerns. xiv Additionally, Romania has implemented educational programs to promote civic engagement and participatory citizenship among children and youth. xv

The prevalence of anti-Gypsyism, as highlighted in the ECRI’s 2019 Report on Romania, perpetuates bias and exacerbates social marginalisation, with Roma individuals enduring unjust labels and unfair associations with criminality. xix
The national Roma integration strategy addresses these challenges by prioritising education, employment, healthcare, and housing. Recognising Roma as an official ethnic minority, the strategy focuses on ensuring school attendance, especially for Roma girls, and ending school segregation. xx However, poverty rates among children remain high, with nearly 30% enduring poverty spanning three to four years. This issue is especially prominent in rural areas where one out of every two children lives in poverty. xxi Romania’s efforts to integrate Roma children into early childhood education and care and promote Roma entrepreneurship signify steps toward inclusion, yet persistent poverty highlights the need for sustained action and targeted policies.

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26A-Input_for_the_2024_reports_of_the_Special_Rapporteur_on_the_right_to_development

Photo by Yannis H on Unsplash

References

i United Nations – Committee on the Rights of the Child. (2023). General comment No. 26 (2023) on children’s rights and the environment, with a special focus on climate change. https://www.ohchr.org/en/documents/general-comments-and-recommendations/crccgc26general-comment-no-26-2023-childrens-rights

ii ibid

xiii Stănuș, C., & Pop, D. (2021). Local State-Society Relations in Romania. Close Ties in European Local Governance: Linking Local State and Society, 319-335. Available at:https://link.springer.com/chapter/10.1007/978-3-030-44794-6_22
Ibid.
xv Alfirević, N., Arslanagić-Kalajdžić, M., & Lep, Ž. (2023). The role of higher education and civic involvement in converting young adults’ social responsibility to prosocial behaviour. Scientific Reports, 13(1), 2559. Available at:https://www.nature.com/articles/s41598-02329562-4

xix Council of Europe. (2019). ECRI Report on Romania (Fifth Monitoring Cycle). https://rm.coe.int/fifth-report-on-romania/168094c9e5


xx European Commission. (n.d.). Romania – Facts and figures. https://commission.europa.eu/strategy-and-policy/policies/justice-andfundamental-rights/combatting-discrimination/roma-eu/roma-equality-inclusion-and-participation-eucountry/romania_en#:~:text=National%20strategy%20for%20Roma%20integration,-
Romania’s%20top%20priorities&text=In%20Romania%2C%20the%20Roma%20are,and%20ending%20segregation%20in%20schools.

xxi The World Bank & UNICEF. (2017). Romania: Children in public care. https://www.unicef.org/romania/sites/unicef.org.romania/files/2019-04/Romania_Children_in_Public_Care_2014.pdf

Digital Technologies in Justice Administration: Human Rights Report to the General Assembly

Presented by Daphne Rein and Maria Samantha Orozco

In recent years, there has been an increase in the use of new technologies to administer justice in the Netherlands. To give a few examples of the digital technologies used, there has been an increase in legal applications, the creation of prediction tools for lawyers, such as judicial analytics, and an increase in legal help desks that offer free legal advice. i

In the Netherlands, the regulatory framework used is the General Data Protection Regulation (GDPR) and various data protection laws and regulations, which protect the sensible data of the general public. These laws and regulations have been adopted before the use of AI in the judicial system. But in the Netherlands, concerning Artificial Intelligence, the European Commission is helping the Dutch Authority for Digital Infrastructure to set up a national AI supervision system to supervise AI applications, which can be used for AI in the administration of justice vii , for example, with legal applications. In the future, this can help regulate the risks of using artificial intelligence in the judicial system.

The analysis concludes that deploying new technology to solve governance problems can be problematic because “technological systems reflect the embedded privileges of those who design them”. xiv

These incidents highlight the alarming risks faced by children from migrant communities, particularly those of African descent, due to the biased use of AI in the justice system. Innocent young men are disproportionately criminalised, derailing their aspirations for work or higher education. xxiii Furthermore, the child support tax debacle resulted in children from already disadvantaged families being denied equal access to education, perpetuating cycles of poverty and inequality.

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28A-Input_for_report_to_the_General_Assembly_on_human_rights_in_the_administration_of_justice

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References

i Jan van Ettekoven, B & Prins, C. (2018). “Chapter 18: Data analysis, artificial intelligence and the judiciary system”. Research Handbook in Data Science and Law. (Cheltenham, UK: Edward Elgar Publishing). pp.425-447. https://doi.org/10.4337/9781788111300.00026

vii European Commission. (2023). Commission supports the Netherlands in setting up a national Artificial Intelligence supervision system through the Technical Support Instrument. Directorate-General for Structural Support. https://commission.europa.eu/news/commission-supports-netherlands-setting-national-artificial-intelligence-supervision-system-through-2023-10-05_en

xiv Land, M. & Aronson, J. (2020). “Human Rights and Technology: New Challenges for Justice and Accountability” (Annual Review of Law and Social Science, Vol. 16) p. 232

xxiii Amnesty International. (2020). Netherlands: We sense trouble: Automated discrimination and mass surveillance in predictive policing in the Netherlands. https://www.amnesty.org/en/documents/eur35/2971/2020/en/

Poor quality education in South Africa

Written by Natacha Daniel

“South Africa has one of the most unequal school systems in the world. Children in the top 200 schools achieve more distinctions in mathematics than children in the next 6,600 schools combined. The playing field must be levelled,” said Sheila Mohamed, Executive Director of Amnesty International South Africa.

South Africa, a diverse and promising country, is at a crossroads in its educational environment. Despite progress towards educational equality and accessibility, a dark cloud looms over the nation’s schools: a problem of inadequate educational quality. In this article, we will look at three crucial aspects of the South African education system that contribute to poor teaching and learning: poor time management, insufficient attention to text, and shockingly low levels of teacher subject knowledge. This article uncovers a harsh reality: South African teachers and schools lag well behind their notably poorer regional neigbours. 

Education in South Africa

According to The Economist’s 2017 League Table of Education Systems, South Africa ranks 75th out of 76 countries. According to the most recent figures, 27% of pupils who have completed six years of schooling are unable to read.

Only 37% of children who enter school pass their matriculation test, and only 4% go on to complete postsecondary education and receive a degree (The Economist, 2017). According to the Department of Higher Education and Training, 2.8 million residents between the ages of 18 and

24 are unemployed, not enrolled in an educational institution, and are not getting training (Gater & Isaacs, 2012). 

South Africa, according to the Centre for Education Policy Development (2017), has a high-cost, low-performance education system that fails to contrast favourably with education systems in other developing nations. As a considerable proportion of students reside in rural regions with inadequate conditions, both students and the government incur significant financial burdens (ExpatCapeTown.com, 2016). Local governments are seeking to balance the scales. According to UNICEF (2017), South Africa spends a greater proportion of its GDP1 on education than any other African country. Nonetheless, no meaningful improvement in the country’s education difficulties can be seen. According to Govender (2017), 18 South African schools had 0% success rates in the 2016 national senior certificate examinations.

The HIV AIDS Impact on Education

Although HIV Aids has had a world known impact in many countries, great emphasis is placed here in South Africa. Notably South Africa’s education system has had first-hand experience of the detrimental effects of HIV, through the reduction of able, qualified teachers and its continued disruption on the education of many young pupil’s lives. It goes without saying that without continued support and assistance from actors South Africa will see a further delay in its social and economic development. Key issues to be identified is as follows:  

The HIV/AIDS epidemic specifically in South Africa continues to harm educational development; and there is a decline in the supply of educational services due to teacher fatalities and absenteeism. 

Significant medical along with additional costs are being imposed on the educational system for medical care and death benefits for infected teachers, in addition to recruiting and training replacements for teachers lost to AIDS, according to studies in many countries, including Kenya, Malawi, Nigeria, Zambia, and Zimbabwe. The number of school-aged children is decreasing because of HIV Aids. Children who are born with the virus seldom survive long enough to attend school. Orphaned children are frequently neglected and are less likely to attend school than non-orphaned youngsters (cited in Constitution of South Africa, no date). 

The consequences of HIV/AIDS have an adverse effect on the quality of education.  Infected teachers are frequently absent or too unwell to deliver adequate teaching. Substitute educators could fail to possess the necessary expertise or credentials to replace certified teachers. Hence why it is unwise for the government to continue treating HIV/AIDS as a non-serious issue and divert its funding in the fight against the HIV/AIDS epidemic as a result the quality of education is declining notoriously especially towards government schools (Statistics South Africa, no date). 

According to the Medical Research Council, there was an immediate increase of HIV Aids between 1993 and 2000. One potential explanation is that people were distracted by the political turmoil.  HIV Aids was spreading as the South African people and the world’s media concentrated on the country’s political and socio-economic upheavals. Although the outcomes of these political reforms were favourable, the pandemic did not receive the attention it required. It is feasible that a quick response will limit the impact of the outbreak. According to the president of the Medical Research Council, AIDS killed around 336,000 South Africans between the mid2000s and the mid-2006s (Avert, no date). 

Apartheid’s Impact on Education in South Africa

During the apartheid, spanning from 1948 to 1994, and arguably persisting in nuanced forms today, the South African government enforced a discriminatory system that continues to cast a long shadow over the country’s education system. The impact of apartheid on education, particularly for black pupils, has been profound and enduring. Scholars contend that while overt segregation policies may have formally ended, the remnants of this system persist in more subtle, systemic inequalities. This lingering influence raises questions about the true extent of transformation in South Africa’s educational landscape. This section of the study discusses the major characteristics of apartheid’s influence on South African education.

Education Under Apartheid

The educational landscape in South Africa was marred by racial segregation during the apartheid era. The Bantu Education Act of 1953 entrenched a system of stark inequality for Black South Africans. In contrast to their White peers, Black students were subjected to an inferior education, characterised by meagre resources and underqualified instructors.

Apartheid systematically limited access to quality education for non-White South Africans. Black students oftentimes were taught in their native languages, and the curriculum aimed at channelling them into low-wage occupations, thereby perpetuating socioeconomic disparities.

These disparities created a stark contrast between White and Black schools. While White schools enjoyed increased government spending, improved infrastructure, and well-qualified teachers, whilst on the other hand Black schools suffered from overpopulation, insufficient resources, and deteriorating infrastructure. This inequality prompted significant resistance, with students, teachers, and community leaders staging protests, notably during the 1976 Soweto Uprising.

The enduring effects of apartheid on education are still evident today, as educational disparities persist. The government is actively addressing these historical injustices by striving to provide more equitable educational opportunities for all South Africans. Apartheid’s lingering effects may still be seen in modern South Africa, presenting a complicated legacy in the field of education. Permeating educational disparities exist, posing a problem that the government is working to address to rectify past injustices and provide more egalitarian opportunities for all.

The dedication to building a more equitable education system demonstrates a determined attempt to address apartheid’s lingering impacts, recognising the necessity for comprehensive and long-term approaches that transcend historical inequalities. As South Africa continues its path towards educational equity, the determination to remove gaps remains a critical component of the country’s commitment to a more inclusive and just future. 

Policy recommendations

Among the intricate tapestry of difficulties plaguing South Africa’s education system, it is imperative to recognise that an exhaustive and nuanced strategy is required for effective reform. This strategic approach demands a thorough analysis of certain aspects, such as skill development, to identify specific areas of intervention. The next policy suggestions, for example, will examine the national skills development strategy controlled by SETA (sector education and training authority). These proposals aim to effect significant improvements by taking a focused position on recognised challenges, building an inclusive and efficient educational landscape that overcomes past imbalances in South Africa’s learning institutions.

Enhancing Skills Development Strategy for Improved Education:

In the pursuit of elevating the national skills development strategy, particularly the industrial training program currently under the oversight of SETA (Sector Education and Training Authority), the aim is to optimise its efficacy. The primary goal is to foster a heightened level of competitiveness within the business sector and enhance the overall efficiency of the state. Regrettably, the current performance of SETAs falls short of the government’s articulated mission, prompting imminent reforms in the coming year or two. The recommended reforms are poised to rejuvenate and align the skills development strategy with the nation’s objectives for a more robust and competitive educational landscape.

Quality Improvement and Development Strategy in South Africa:

South Africa’s pursuit of an impartial and high-quality education system demands an aggressive strategy centred on continuous improvement and development (Department of Basic Education, 2021). Multiple groups and organisations contribute to this effort, displaying a deliberate effort to minimise educational challenges. The Department of Basic Education’s Curriculum Evaluation Policy Statements (CAPS) provide a comprehensive framework for curriculum creation and evaluation.

In addition, efforts like those made by the South African Institute of Distance Education (SAIDE) actively contribute to improving the quality of education (SAIDE, 2021). SAIDE’s emphasis on new distant education approaches corresponds with the larger objective of improving educational accessibility and inclusion. Adherence to international standards is a vital component of this strategy. The South African Qualifications Authority (SAQA) aligns educational degrees with worldwide benchmarks, increasing global competitiveness and the legitimacy of South Africa’s education system (SAQA, 2021).

In a ground-breaking move, the government is set to allocate a substantial R12.5 billion investment over the next five years to spearhead a transformative education program aimed at redressing the enduring impact of apartheid on the educational landscape.

The initiative involves the identification of five thousand underperforming schools situated in remote areas, serving as a direct response to the legacy of apartheid. Substantial resources, including libraries, laboratories, and teaching materials, will be allocated to these schools. Additionally, educators will benefit from targeted support through education development programs and dedicated development teams, as outlined by Hoogeveen and OzIer (2004).

The pedagogical approach within these schools will prioritise the acquisition of vital content and academic skills, with a keen focus on imparting crucial literacy and numeracy skills to learners. Importantly, the progress of both learners and their respective schools will undergo regular monitoring and assessment, reflecting a commitment to ensuring sustained improvement and accountability in tackling the prevailing challenges in South Africa’s education system.

In a significant development, government funding for the Higher Education (HE) system in South Africa has witnessed a remarkable doubling since 1996. The restructuring of these institutions is strategically aligned to enhance the country’s capacity to educate and train a workforce characterised by both skills’ excellence and global competitiveness, meeting internationally accepted standards of quality. The paramount focus is on expanding access to the education system.

The South African Qualifications Authority is mandated with the mission “to ensure the development and implementation of a national qualifications framework.” This framework plays a pivotal role in fostering the comprehensive development of each learner and contributing to the social and economic advancement of the nation. The framework operates as a set of principles and guidelines facilitating the registration of learner achievements, promoting national recognition of acquired skills and knowledge, and encouraging a seamless, lifelong learning system.

Outlined in the South African Qualifications Authority Act (No. 58 of 1995), the objectives of the National Qualifications Framework encompass the creation of an integrated national framework for learning achievements, facilitating access to and mobility within education, training, and career paths, enhancing the overall quality of education and training, accelerating redress for past unfair discrimination, and contributing to the holistic personal development of each learner and the broader socio-economic development of the nation.

To reach these objectives, the South African Qualifications Authority commits to establishing a national learners’ records database, overseeing the quality assurance process, and developing a regulatory framework for the standard-setting process. Aligned with the strategic plan for Higher Education, there is an envisioned increase in enrolment from 15% to 20% of school leavers within 15 years. Notably, the plan outlines a shift in enrolment patterns within five years, with declines in humanities and rises in Business and Commerce, as well as Science, Engineering, and Technology.

Closing remarks 

Ultimately, South Africa’s effort to confront the fundamental educational difficulties formed by its historical context, particularly the persisting effect of apartheid, demonstrates a commitment to transformative reform. The strategic goals and policies addressed here are part of a larger effort to create a more inclusive, equitable, and high-quality education system. South Africa’s commitment to accessible, high-quality education for all remains steadfast as it navigates the complexity of this educational landscape.

While obstacles remain, the coordinated investments and reforms demonstrate a resilience that reflects the country’s commitment to developing an informed, competent, and internationally competitive population. South Africa’s education system is a dynamic environment that represents a continuing conversation between past injustices and the aim of a future in which every learner can prosper regardless of their colour or native language.

As the country develops in its own way, it is critical to constantly analyse and adjust policies, drawing inspiration from successful tactics, promoting cooperation, and ensuring that the educational journey corresponds with the changing demands of South Africa’s varied and dynamic community. The goal of this collaborative initiative is to pave the way for a future in which education serves as a beacon of empowerment, breaking down barriers and unlocking the full potential of every student.

REFERENCES

Cover Image by Trevor Samson / World Bank via Flickr

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