The barriers to girls’ equal access to education in Ecuador are multifaceted and deeply intertwined with socio-economic disparities and the differential impacts of climate change. Women are at the forefront of paid and unpaid work, representing 34% of unpaid domestic work. In June 2019, 17% of women were engaged in unpaid labour, a decrease from 18% in the previous month.1 Statistics on Ecuador’s female unpaid labour employment rate are updated quarterly, averaging 16% from Dec 2013 to June 2019, reaching an all-time high of 18% in March 2019 and a record low of 11% in June 2014.2
Women often hold the responsibility of caring for the home and family. This burden is exacerbated by household resource scarcity (such as water and services). Women, particularly in rural and indigenous communities, work significantly more extended hours than men, usually around 86 and 62 hours a week for women and men, respectively.3 In turn, this increased workload can restrict girls’ time and opportunities for education, as they may be required to assist with household tasks instead of attending school.
Another barrier that women and girls face is poverty, as 66% of women in Ecuador live in conditions of poverty, as opposed to 11% of men.4 These increased levels of poverty often result in women and girls taking on an increased domestic workload but also attempting to take on additional work outside the home to sustain themselves and their families financially.
Gender-based violence poses an additional obstacle to girls’ education by creating unsafe environments both inside and outside the home, particularly in regions with high rates of violence. In 2022, 332 femicides were documented in Ecuador, the highest number of the study period, a significant increase from the 197 cases in the previous year.5
Disparities in political representation and decision-making exacerbate the challenges faced by both women and girls, limiting their ability to advocate for their rights to education and protection.
This report was submitted to the Office of the Commissioner for Human Rights issued by OHCHR.
Shattering Stereotypes, Building Strength: Broken Chalk’s Stand Against Violence
As the world marks International Women’s Day, Broken Chalk reaffirms its unwavering commitment to combating gender-based violence and dismantling the harmful stereotypes and systemic barriers that perpetuate it.
Violence against women is a global epidemic, transcending borders, cultures, and socioeconomic statuses. It manifests in various forms, including domestic violence, sexual assault, harassment, and harmful traditional practices. Despite progress in gender equality efforts, millions of women continue to suffer in silence, trapped in cycles of abuse and oppression.
The recent regional research sheds light on alarming trends, revealing that societal norms often blame women for the violence they experience, perpetuating a culture of victim-blaming. Shockingly, seven out of 10 young men aged 15–19 in the LAC region attribute women’s attire or behaviour as justification for violence against them. Furthermore, rigid gender roles impose expectations of submission on women, leading to instances of physical violence as punishment for transgressions.
Femicide is also a big issue in the LAC region, femicide is not only about the description of crimes committed by homicides against girls and women but about the social construction of these hate crimes, the culmination of gender violence against women, as well as the impunity that configures them. According to the United Nations Committee on the Elimination of Discrimination Against Women (CEDAW), femicide is a term used to refer to the gender-based killing of women and it is regarded as a grave form of assault on the right to life directed against women, constituting an extreme form of gender-based violence.
The problem of femicide is not only faced in the LAC region. According to the United Nations Office on Drugs and Crime, in 20223 nearly 89,000 women and girls were killed globally, the highest yearly number recorded in the past two decades.
Broken Chalk recognises that gender-based violence stems from deeply ingrained patriarchal and sexist views that legitimise violence as a means to exert power and control over women. Gender-based violence is a significant hurdle that impedes women’s ability to exercise their civil, political, economic, cultural, and social rights. This issue is recognized as one of the most significant barriers that women face in achieving their full potential in society. Cultural factors, including religious and historical traditions, perpetuate notions of entitlement and ownership over women, contributing to the normalisation of violence in society.
Access to justice is a fundamental human right, yet many obstacles hinder women’s ability to seek justice, including judicial stereotyping and discrimination within the legal system. Judicial bias and harmful stereotypes often lead to miscarriages of justice, re-victimisation of survivors, and perpetuation of inequality.
Gender-based violence (GBV) remains a pervasive and deeply concerning issue affecting communities worldwide. As we observe International Women’s Day, it is crucial to confront the harsh reality that millions of individuals, predominantly women and girls, continue to suffer from various forms of violence solely because of their gender. From physical and sexual abuse to psychological and economic coercion, GBV takes numerous insidious forms, inflicting profound and lasting harm on its victims.
Within the context of GBV, women are disproportionately affected, enduring systemic inequalities and discriminatory practices that exacerbate their vulnerability. The COVID-19 pandemic further exacerbated this crisis, as lockdowns and social distancing measures trapped many survivors in unsafe environments with their abusers, while simultaneously disrupting essential support services. As a result, reports of domestic violence surged globally, highlighting the urgent need for comprehensive and coordinated responses to address GBV in all its manifestations.
It is imperative to recognize that GBV is not confined to the private sphere but permeates every facet of society, including workplaces, educational institutions, and public spaces. The prevalence of sexual harassment, gender-based discrimination, and intimate partner violence underscores the pervasive nature of this phenomenon, which impedes progress towards gender equality and undermines the fundamental rights and dignity of individuals.
Addressing GBV requires multifaceted approaches that prioritize prevention, protection, and support for survivors. Education plays a pivotal role in challenging harmful gender norms and fostering respectful relationships based on equality and consent. By promoting gender-sensitive curricula and awareness campaigns, we can empower individuals to recognize and confront GBV in their communities, fostering a culture of zero tolerance for violence.
Moreover, robust legal frameworks and enforcement mechanisms are indispensable in holding perpetrators accountable and ensuring access to justice for survivors. Legislative reforms aimed at criminalizing GBV, enhancing victim support services, and strengthening law enforcement responses are critical steps towards eradicating impunity and fostering a culture of accountability.
Equally important is the provision of comprehensive support services that address the diverse needs of survivors, including medical care, psychosocial support, legal aid, and economic empowerment initiatives. By investing in survivor-centered approaches, we can facilitate healing and recovery while mitigating the long-term consequences of GBV on individuals and communities.
Collaboration between governments, civil society organizations, and other stakeholders is essential for achieving meaningful progress in the fight against GBV. By fostering partnerships and sharing best practices, we can leverage collective expertise and resources to implement effective interventions that address the root causes of violence and promote gender equality.
As we commemorate International Women’s Day, let us reaffirm our commitment to ending GBV in all its forms. Together, we must strive towards a future where every individual, regardless of gender, can live free from violence and discrimination, and where gender equality is not merely an aspiration but a reality for all.
In response to these challenges, Broken Chalk is launching a comprehensive initiative to raise awareness, advocate for policy change, and provide support to survivors of gender-based violence. Through educational programs, community outreach, and advocacy efforts, Broken Chalk aims to challenge societal norms, dismantle systemic barriers, and promote a culture of equality and respect.
Join us in our mission to break down barriers and create a world where every woman can live free from fear and violence.
Veen, S., Cansfield, B. & Muir- Bouchard, S. (25 November 2018). Let’s Stop thinking it’s Normal, OXFAM International. Available at https://www.oxfam.org/en/research/lets-stop-thinking-it-normal.
OXFAM International (2018). Ten harmful beliefs that perpetuate violence against women and girls. Available at https://www.oxfam.org/en/ten-harmful-beliefs-perpetuate-violence-against-women-and-girls
Council of Europe, Gender Matter, What causes Gender-Based Violence? Available at https://www.coe.int/en/web/gender-matters/what-causes-gender-based-violence
OHCHR, (2014). Eliminating judicial stereotyping: Equal access to justice for women in gender-based violence cases. Available at https://www.ohchr.org/sites/default/files/Documents/Issues/Women/WRGS/OnePagers/Gender_stereotyping.pdf.
HRC, General comment No. 36 (2018) on article 6 of the International Covenant on Civil and Political Rights, on the right to life (2018).
Lagarde, M., EH Russell, D., & A Harmes, R., (2006) Feminicidio: Una Perspectiva Global (Ceiich 2006) 76.
CEDAW, General recommendation No. 35 on gender-based violence against women, updating general recommendation No. 19, (2017).
UNODC, (2023). ‘Gender-related killings of women and girls (femicide/feminicide)’ https://www.unwomen.org/sites/default/files/2023-11/gender-related-killings-of-women-and-girls-femicide-feminicide-global-estimates-2022-en.pdf>.
Afrouz, R., & Robinson, K. (2022). Domestic and Family Violence for Culturally and Linguistically Diverse Communities in Australia during COVID-19 Pandemic. Practice, 1–20. https://doi.org/10.1080/09503153.2022.2114443
Dunkle, K. L., & Decker, M. R. (2012). Gender-Based violence and HIV: Reviewing the evidence for links and causal pathways in the general population and high-risk groups. American Journal of Reproductive Immunology, 69, 20–26. https://doi.org/10.1111/aji.12039
Heise, L. (1994). Gender-based abuse: the Global Epidemic. Cadernos de Saúde Pública, 10(suppl 1), S135–S145. https://doi.org/10.1590/s0102-311×1994000500009
Ozcurumez, S. (2020). Sexual and gender-based violence and social trauma. Social Trauma – an Interdisciplinary Textbook, 279–285. https://doi.org/10.1007/978-3-030-47817-9_29
Presented by Alexia Kapsampeli, Ariel Ozdemir, Mila Gürün, Olimpia Guidi, Sarah Kuipers
Filipino migrants and their families contribute significantly to socio-cultural interactions through education. For example, in countries like the United States and Canada, Filipino community organisations collaborate with local schools to introduce Filipino culture through language classes, dance workshops, and cultural celebrations.1 In California, the “Filipino Cultural School” offers language courses and cultural immersion programs to both Filipino-American children and other students interested in learning about Filipino heritage.2
Educators also play a crucial role in promoting cultural exchange. In Qatar, Filipino teachers in international schools integrate Filipino literature and history into the curriculum, fostering greater understanding and appreciation among students from diverse backgrounds.3
Civic-Political Engagements:
Filipino migrant families actively engage in civic and political activities to contribute positively to their host societies. For instance, in Italy, Filipino migrant organisations collaborate with local authorities to organise cultural festivals and community events, promoting cross-cultural understanding and integration.4 One such event is the “Barrio Fiesta,” where Filipino migrants showcase their traditions, cuisine, and performing arts to the broader community.5 Moreover, Filipino migrant families participate in grassroots initiatives to address social issues and advocate for their rights.6 In Hong Kong, Filipino domestic workers organise workshops and support groups to raise awareness about labour rights and combat discrimination.7
Economic Contributions:
Filipino migrants make significant contributions to the labour market of their host countries, driving economic growth and innovation. For example, in the healthcare sector of the United Kingdom, Filipino nurses are valued for their professionalism, compassion, and expertise.8 Their dedication and hard work alleviate staffing shortages and enhance the quality of patient care in hospitals and nursing homes.9
Furthermore, Filipino migrant workers in the Middle East, particularly in countries like Saudi Arabia and the United Arab Emirates, contribute to various industries such as construction, hospitality, and information technology.10 Their skills and expertise fill critical gaps in the labour market, supporting infrastructure development and economic diversification efforts.11
3 Del Rosario,K.A., Inero Valbuena, A. (2020). Unfolding of Filipino School Leadership Experiences in Doha, Qatar. Asian Journal of University Education, 16(1), pp.97-108. Available at: https://eric.ed.gov/?id=EJ1252260
4 Magante, M. C. (2020). The determinants of migration: Italian regional factors and the relationship with Filipino migrant labour supply. World Journal of Applied Economics, 6(1), 21-39.
6 Yonaha, Y. (2024). Negotiating Leisure Constraints in the Pandemic: The Case of Migrant Domestic Workers in Hong Kong. Int J Sociol Leis. Available at: https://doi.org/10.1007/s41978-024-00150-8
10 Magliveras, S., & Al Qurtuby, S. (2023). Connecting worlds: Filipino and Indonesian sojourns to Saudi Arabia. Asian and Pacific Migration Journal, 32(3), 549-571. Available at: https://doi.org/10.1177/01171968231211075
The United Kingdom is one of the countries that welcomes the largest number of international students into its institutions, especially to its renowned universities. However, the system is not without its challenges, dominated by budget cuts in state-funded education, endemic inequalities across society that permeate the education system, and the attainment gap between rich and poor students, which at the time of writing stands at 3.2%. [[i]][[ii]]
The structure of the education system varies slightly across the UK, as it is a matter of the government in each country: England, Wales, Scotland, and Northern Ireland. Generally, there are five stages of education: early years or pre-school, primary, secondary, further education and higher education. All children in the age of compulsory education – from 5 to 16 – are entitled to a free place at a state school, which can be more or less elitist. As of January 2023, there were around 9 million pupils in state-funded schools, and over 2 million were eligible for free school meals. Free school meals are used to identify children from disadvantaged backgrounds.[[iii]]
Over the past decade, the UK has been governed by the Conservative Party, now led by Prime Minister Rishi Sunak. Recently, the country has dealt with the exit of the UK from the European Union – a process known as ‘Brexit’ – and the Covid-19 pandemic. The pandemic left millions of children in lockdown and exacerbated existing inequalities. This exposed the shortcomings of the education system and perpetuated the attainment gap.
Budget cuts
Underfunding is one of the most pressing problems in the British educational system. This places a tremendous amount of strain on state-funded schools. The Institute for Fiscal Studies (IFS) reports that the 2019–2020 school year saw the most significant reduction in per-pupil spending in more than 40 years. This leads to increasing class numbers and student-teacher ratio, a shortage of resources, and even a reduction in teaching hours. There has reportedly been a 258% increase in secondary students in classes with 36 or more students since 2010. The provision of tailored and individualised attention is compromised by class sizes and reductions in support programmes, particularly for children with special educational needs. [[iv]]
Additionally, teachers are taking a big toll due to the budget cuts, as schools are forced to downsize staff. This results in teachers taking on extra duties and working an average of 55 hours per week. The working conditions and increasing pressure to provide individualised teaching without enough means are making some teachers reconsider their career path, with approximately half of the teachers in maths, sciences and languages quitting after five years. Moreover, they often seem to prefer working in private institutions, with a less diverse student population to attend, which requires less additional workload. [[v]]
Cuts to the budget also make some schools’ limited access to technology worse. The shift to distant schooling due to the pandemic exposed and exacerbated already-existing technologically-induced educational disparities. Children from higher poverty and economically unstable neighbourhoods have disproportionately inadequate access to technology. In the modern world, a lack of a laptop or an Internet connection puts one’s access to opportunities at risk. Private schools typically have superior resources to equip their pupils with the most recent technology than state schools, even offering equipment that the students can take home. The government should try to provide state schools with adequate funding that responds to evolving educational needs.
While it is true that since 2020, the effects of COVID-19 have put extra pressure on the government, civil society actors and journalists demand the government to do better. For instance, the NGO 1 Hour Life highlights that of the £15 billion recommended by the education recovery commissioner for England, the government only established a £1.4 billion Covid catch-up budget. [[vii]] Furthermore, Sonia Sodha reflects in The Guardian that the government’s policies have neglected the child’s best interests both before and after the pandemic. [[viii]]
Inequality and the attainment gap
Social inequalities have a significant effect on children and young people’s education. The UK is a country where this is particularly prominent, with a noticeable difference in performance in children from poor and wealthier backgrounds. From their early years, children are affected by the disproportion of resources. State schools in more impoverished areas, like some inner-city areas, are more affected by budget cuts as government spending per student continues to decrease. Implementation of support programmes is also inequal in some regions across England. For example, the North-East region saw a smaller implementation of Covid support programmes than schools in the South. Regarding ethnicity, in a country that is well-known for its multicultural urban areas, it’s generally students from Gypsy, Roma and Irish Traveller backgrounds who struggle the most because of higher illiteracy and language barriers among their parents. Some children with an uncertain legal status after Brexit or seeking asylum might also experience additional barriers to accessing education. [[ix]][[x]]
A family’s wealth and well-being have a significant impact on students. Almost one in 50 children across the UK miss more than half the time they should be in school because families can’t afford transportation costs, uniforms, school supplies, or school meals. This is more than double from before the pandemic. [[xi]] Despite the free school meals allowance, around a third of children experiencing poverty are not entitled to it. Some children report not eating anything during school time, hiding at lunchtime to avoid watching their peers eat or being shamed for receiving the allowance. This is because an apparent differentiation between children with free school meals and the rest is made: they are only entitled to a limited selection of items at the canteen. The UK should perhaps take notice of other European countries that provide standardised meals for all students. [[xii]] Controlling canteen prices is also important so that child health stops being a profitable market to exploit and that children can develop properly.
The UK must work harder to bridge the attainment gap between poor and rich students. In its voluntary national review of the UN’s Sustainable Development Goals, the government promised that no student would be left behind and fair opportunities would be ensured regardless of socioeconomic differences. [[xiii]] In the long term, social inequalities that the education system fails to redress are life-changing, resulting in higher drop-outs, lower grades, lower than average earnings, increased criminality, and less presence in high-powered positions.
In the UK, where you study matters. And where you end up studying after compulsory education is highly influenced by where you study your primary and secondary education, which in turn is related to your family’s wealth. For example, in 2020, 8 elite schools, including two state schools, sent more pupils to Oxford and Cambridge than almost 3,000 other UK state schools. Although the number of young people accessing university continues to increase, socioeconomic inequalities continue to be perpetuated again in the higher education system. Students not graduating from universities with a perceived ‘legacy’ and prestige typically miss out on high-powered jobs because of prejudice from employers in the country. [[xiv]] ‘Legacy’ and ‘prestige’ immediately point to the University of Cambridge and the University of Oxford. They’re not the only ones, however. There are 24 universities, including these, which belong to the Russell Group – perhaps the closest version to a British Ivy League.
British Prime Ministers and cabinet members historically attended specific colleges in these institutions. Before that, they are typically educated in all kinds of non-state, privately funded institutions with prestige. A total of 30 out of 57 Prime Ministers have been educated at Oxford, and 20 have been educated at Eton College, which has a yearly fee of £48,000. The elitism that persists in positions of power and the most influential law or accounting firms is an example of the uneven spread of opportunities to enter the most prestigious positions. It also shows the profound classism that persists in the country, where people born in certain wealth and in certain areas have access to significantly better-funded education. [[xv]]
Even at a higher education level, England has one of the highest university fees in Europe: around £9,000 a year. Students typically take government loans to subsidise the cost of their studies. On the other hand, Scotland provides free university tuition for undergraduate courses for all Scottish students, aiming to achieve an inclusive education. Tuition fees, however, are not the only costs associated with university studies: with an exploitative renting market and rising living costs, 63% of students struggle to pay for their living expenses, and two in five consider dropping out of their courses. [[xvi]]
Students playing croquet at Eton College in the 1970s / Picture by Annie Spratt via Pexels
Final remarks
It is worth mentioning that other important issues should be addressed when talking about issues in the British education system. These are topics like discrimination, increasing bullying, and prominent peer-on-peer sexual harassment. These need to be explored more deeply in further articles. This article has focused on endemic inequalities in the education system in the UK to highlight how the profoundly classist system works. At the moment, the UK proves to be a country with endemic inequalities that affect where students study, the quality of their education due to poor funding, and the ongoing struggles due to costs associated with education and the increasing cost of living. It seems to be a system that rewards those students born and graduated into privilege.
Under the Conservative government, it is a country that has been continuously cutting down on public spending on education and public services, which would redress the effects of poverty and reduce the attainment gap. An argument can be made that addressing the digital divide, the inequalities within school populations, and redressing budget cuts is highly expensive. And it is. Nonetheless, education is a fundamental right, crucial for the development of children and the basis for a democratic society. A country that only rewards those who can afford private education and private services is doomed to be ruled by elites and have endemic inequalities. Currently, pressing challenges persist in the UK to bridge the attainment and opportunities gap between children and young people from different socioeconomic backgrounds.
[ix] Equality and Human Rights Commission. (2022). Submission to the UN Committee on the Rights of the Child: Children’s Rights in Great Britain, 56-75
Written by Gianna Chen and Panashe Marie Louise Mlambo
March 1 marks a significant day on the global calendar as the world commemorates United Nations Zero Discrimination Day. Led by the United Nations (UN) and supported by various international organisations, this annual observance aims to champion equality before the law and in practice across all UN member countries. Since its inception on March 1, 2014, Zero Discrimination Day has been a rallying cry for advocates and activists worldwide, urging society to confront and eliminate discrimination in all its forms. This year, Broken Chalk stands in solidarity with the UN and other organisations in this crucial endeavour.
Zero Discrimination Day is not just a symbolic gesture; it’s a call to action for all of us to actively combat discrimination and foster a more inclusive and equitable world. The significance of Zero Discrimination Day is particularly poignant for organisations like UNAIDS, which combat discrimination against people living with HIV/AIDS. Act as a reminder for worldwide leaders to withhold their commitment to protecting human rights. Discrimination remains a pervasive issue, hindering progress and perpetuating inequality in communities around the world.
Discrimination in education remains a pervasive issue globally, depriving countless individuals of their fundamental right to learn in an inclusive and equitable environment. On this important day, Broken Chalk reaffirms its commitment to challenging discriminatory practices and fostering a culture of acceptance and respect within educational institutions worldwide.
At Broken Chalk, we believe that education should be a beacon of hope and opportunity for all, regardless of race, gender, ethnicity, or any other characteristic, a sentiment held by the Broken Chalk shareholders, interns, and volunteers. Zero Discrimination Day serves as a reminder of the urgent need to address discriminatory barriers that hinder access and perpetuate inequality.
“As we reflect on the importance of Zero Discrimination Day, let us reaffirm our commitment to building a world where we treat every individual with dignity, respect, and equality. Together, we can create a future where discrimination has no place, and every person has the opportunity to reach their full potential.” Panashe Marie Louise Mlambo
On United Nations Zero Discrimination Day, let us come together to reaffirm our commitment to building a world where every individual has the opportunity to learn, grow, and thrive, free from discrimination.
Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 1st and 15th of March, 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.
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.
Nicaragua is a Central American country that the Spanish colonised in the 16th century. Its independence began at the beginning of the 19th century, with a split between groups that defended monarchical ideals and groups that defended independence. For a time, the country became part of the provinces of Central America, and only in 1838 did it become a republic. Understanding this process of late independence is relevant to understanding the country’s politics and how these relations affect education.
There is an intense process of political rivalry between liberal and conservative groups, which has led to civil war and fostered close relations with US politicians. As a result of these close ties, Nicaragua suffered a series of American interventions aimed at protecting its interests in the region. These interventions led to another civil war, starting in 1926. These conflicts occurred between liberals and conservatives, with various political and local consequences for the population.
Another historical event that has led to analysis of the country’s current situation was the Sandinista insurrection of 1972. These revolutions sought to end a period of dictatorship that had been in place since 1936. This movement was one of the first to align two strands: liberation Christianity and Marxism. Christians played an important role as allies of the revolutionaries in this historic moment.
There are undoubtedly many other nuances and other relevant moments in Nicaragua’s history, but these specific moments indicate the attacks on students that have been taking place recently, especially on university students.
Attack on human rights
In 2018, the Nicaraguan Association for Human Rights (ANPDH) reported the deaths of more than 280 people and more than 2,000 injured due to President Daniel Ortega’s reaction to protesters. The protests were against a reduction in budget pressure. In addition, several university students took to the streets to demand more assertive government action on other issues, such as forest fires. It can be said that this year was crucial for human rights in Nicaragua, especially in terms of education, since students were responsible for demanding fairer actions for the country’s population.
The reactions of the government and government-backed groups against the protesters shocked the country and the world, even causing threats to the Nicaraguan Association for Human Rights (ANPDH), which closed its office in the country due to harassment and death threats over the phone.
Human rights activists become targets of a backlash against protests. Not only students have suffered from this political situation of curtailment of rights, but also doctors and health workers have reported constant attacks and threats.
Since then, it has been possible to observe the role of President Daniel Ortega’s government and how it reacts to social demands. Mainly by attacking students who participated in protests to guarantee human rights.
Attack on universities
In 2022, the struggle of university students continues. Daniel Ortega’s government has instituted reforms to control the country’s education system better. As an example of these oppressive attitudes, the Central American University (UCA) announced that classes and administrative activities had been suspended in August 2022. The UCA’s assets and financial accounts were to be transferred to the government.
Groups from the Jesuit order and students claimed that Daniel Ortega’s government declared the UCA a centre of terrorism against the government. Therefore, it should be held responsible for the university’s accounts. The UN issued a statement reaffirming the impact of this authoritarian change on the right to education. Dictatorial attitudes characterise these actions aimed at the university in an attempt to curtail critical thinking and the right to demand social policies for all.
The question arises regarding the right to education, especially an education that provides free and critical thinking. A variety of theorists and researchers have reinforced the event as dictatorial since not even the university with the highest level of teaching quality in the country was unscathed by government oppression.
The process of revoking these universities, which began with the repressions in 2018, has been accentuated. In 2022, private universities were legally placed as hotbeds of opposition to the government. Several foreign universities with campuses in Nicaragua were closed because they did not follow the authorities of the government in question. The complexity of the issue can be seen in the use of the legal apparatus to silence the voices of students and university professors.
Conclusion
The news from 2023 shows that this event is not over. Daniel Ortega’s government continues to attack university institutions in retaliation for the 2018 protests. Specific attacks on private centres and religious institutions demonstrate a curtailment of the right to education in Nicaragua.
Academics and students are silenced at every turn because there is an attempt to strengthen power and silence political opponents. This is not the first government to try to take away the right to a free and critical education, which shows human rights defenders the need for a continuous struggle to guarantee this right in all spaces. The government’s regulation is mainly aimed at leading institutions in social studies. Researchers are banned from accessing public reports and statistics to carry out their work. It can be said that there has been a definitive attack on education in Nicaragua in recent years.
Many scholars report a totalitarian tendency on the part of the government. The legal apparatus and the force of the state are being used to curtail the right to education, critical thinking, and protests to guarantee quality of life. It is essential to pay attention to this situation since critics and students report disproportionate oppression. The use of militias has been intensive, and the threats to the voices of this oppression have been silenced.
International reactions can be observed, but the COVID-19 pandemic has changed the perception of the events suffered by Nicaragua students, academics, and human rights defenders. It is necessary to emphasise and discuss what can be done to guarantee human rights, especially critical and quality education, in Nicaragua.
Selser, G. (2023, September 12). UN says Nicaragua’s human rights violations and persecution of dissidents are on the rise | AP News. AP News. https://apnews.com/article/nicaragua-human-rights-united-nations-04dd198410aa10760a778166db26a4bf
Presented by Daphne Rein, Ioana-Sorina Alexa, Olimpia Guidi, Sarah Kuipers and Sterre Krijnen
In the Netherlands, where prostitution is legalised, hidden forms of prostitution are characterised under illegal forms of prostitution by Dutch law. The city of Amsterdam is well known for its many districts where prostitution attracts tourists1, and in this city, hidden forms of prostitution are illegal. For example, it is illegal for massage parlours to supply sexual services without a licence2. In addition, it is illegal to supply sexual services in private residences unless it is an individual working alone who holds a licence under the municipality of the city to carry out this activity3.
And even if it is illegal and can be prosecuted, child pornography can be considered a hidden form of prostitution4. In the Netherlands, the production, distribution, exhibition, importation, forwarding, exportation, and possession of child pornography are explicitly outlawed under various sections of the Dutch Penal Code5. Specifically, Article 240b criminalises these activities, making them illegal and subject to prosecution. This legal provision, along with related sections such as Article 240c addressing the grooming of minors and Article 240a concerning engaging in sexual acts with minors, forms the comprehensive legal framework aimed at combating child pornography. However, despite these stringent laws, a significant challenge persists. The Internet Watch Foundation revealed in 2019 that the Netherlands hosted 71% of known URLs containing child pornography content online within the European Union6. This alarming revelation underscores the complexity of tackling the issue, prompting a critical examination of the effectiveness of existing laws and the need for enhanced measures to address the online hosting of such illicit content.
This is a report submitted to the United Nations Office of the High Commissioner for Human Rights.
The COVID-19 pandemic has exposed significant challenges for young Filipinos adapting to digital education. The abrupt shift to online learning, driven by social distancing measures, revealed inequalities in access, particularly affecting marginalised youth1. Economic disparities contribute to obstacles in acquiring essential devices and stable internet connections, intensifying the existing digital divide2. This transition disrupted traditional learning methods, emphasising the immediate need for inclusive strategies to cater to diverse student needs3. Additionally, the absence of face-to-face interaction exacerbates feelings of isolation among vulnerable groups, impeding their overall educational experience4.
Emerging Threats
The convergence of digital education and online threats introduces a multifaceted challenge for Filipino youth. The increased reliance on online platforms exposes young learners to explicit content and potential hacking risks. Insufficient digital literacy programs compound these issues, leaving students ill-prepared to navigate the complex digital landscape securely5. The prevalence of cyber threats has direct implications for the mental health and well-being of young individuals6. Integrating robust cybersecurity measures and comprehensive digital literacy curricula into educational frameworks is crucial to empower students to navigate the digital world safely.
5 Medina, V. G., & Todd, R. J. (2019). Young people’s digital safety and wellbeing: findings from Philippines and Qatar. In Information Literacy in Everyday Life: 6th European Conference, ECIL 2018, Oulu, Finland, September 24–27, 2018, Revised Selected Papers 6 (pp. 176-187). Springer International Publishing.
France’s largest territory in South America, French Guiana, faces social and economic growth challenges still yet to be addressed by the French government, including difficulties in administering the Guianese education system.
Guianese population has doubled in the last 20 years and is now estimated at 301,099 inhabitants i. Recently, due to its status as an overseas department of France, the region has experienced a surge in immigration from neighbouring countries such as Brazil and Suriname. The uncontrolled immigration, along with inadequate infrastructure, poverty and elevated unemployment rates have significantly lowered the quality of life in French Guiana and the region faces several challenges which make access to basic services such as healthcare and education more difficult.
The issues which stem from social and economic inequality would greatly benefit from a bigger interest of the French government in improving and expanding education in French Guiana. Although substantial investments have been made in the last decade, money alone is not enough to ensure access to quality education.
The Guianese Education System
In French Guiana, education is free and mandatory from ages 6 to 16. Primary education lasts five years and, for that particular stage of school life, enrolment rates are as high as ever in bigger cities and are slowly improving in more remote areas where there aren’t as many resources, such as in Indigenous settlements. As it is the reality of other developing countries, high Primary School enrolment is contrasted by alarmingly high drop-out rates in Secondary School and High School.
One big contributing factor to this phenomenon is the fact that Primary school is usually cheaper for governments to provide and children in that age group are more likely to stay in school, as parents can’t yet leave them unattended at home while working. In Secondary education, however, many children are given extra tasks at home or in the growing informal market, some live too far from school, and others simply do not receive encouragement from family members to continue their studies.
Besides, it is worth mentioning that although all Guianese children have the right to attend school free of charge, studying is not free. Additional costs with transportation, clothes, food and school materials take a toll on low-income families and may affect students’ attendance rates.
To address this issue, the French government and Guianese authorities have come up with financial aid programmes that aim to motivate students and their families. The bonuses are given to scholarship holders, aiding 46.4% of all middle school and high school students in French Guiana.ii However, there is a lack of follow-up data on whether these measures are actually effective.
Teacher shortage and inequality
Another issue currently hindering quality education in French Guiana is the shortage of trained teachers. The number of licensed educators native to the region is insufficient compared to the number of students, a problem which resulted in overpacked classrooms as the Guianese population grew. This demand brought teachers from mainland France and adjacent countries in South America to work in French Guiana, causing new problems as these professionals are usually unaware of the region’s specificities.iii
In fact, one of the biggest challenges faced by the French government when administering education in French Guiana is its extremely diverse and multicultural society. Though teachers are given freedom to adapt materials to their students’ realities, textbooks are usually made in mainland France and classes are administered in French, the official language.
By erasing French Guiana’s history, geography, languages and heritage from textbooks and national exams, French authorities perpetuate the colonialist idea that mainland France’s history and culture are somehow more relevant than that of its other territories. As a result, children may find school contents difficult to understand or hard to relate to and can grow up unaware of many of their local heroes and historic figures. Besides that, this erasure has a direct effect on students’ self-esteem and may discourage them from continuing their studies.
The adaptation of school contents by local teachers cannot derive much from the French curriculum, as French Guiana students are also subjected to standardized national exams such as the Brevet, the Lower Secondary School exam, and the Baccalauréat, the French academic qualification exam.
Considering the points previously mentioned, it is unsurprising that Guianese students do not reach the same results as mainland French students. According to GrowThinkTank and INSEE (2014), the year of the study in French Guiana, only 76% of students aged 15 to 19 were enrolled in school, whether as pupils, students or apprentices, compared to 89% in mainland France. Furthermore, more than one in two Guianese no longer attend school from the age of 19, compared to 72% in mainland France at the same age.
This stark difference surely doesn’t come from lack of resilience, lack of intelligence or any characteristic exclusive to French Guiana’s youth. It is simply a product of inequality and lack of opportunity. Not being in school or dropping out of school has long lasting effects on young people, not only for their professional future, but also for their individual growth as human beings and as citizens, as school is also the main place where children socialise.
Kids and a Teacher in a Classroom / Photo by Mehmet Turgut Kirkgoz via Pexels
Education of Indigenous People and other minorities
Indigenous peoples play a substantial role in Guianese society, preserving culturally valuable knowledge, fighting for structural change and demanding protection of their territories. The erasure perpetrated by the French school curriculum affects these populations even more strongly, starting by the lack of data available on them. The International Work Group for Indigenous Affairs (IWGIA) affirms that, according to estimates, Indigenous peoples represent some 4% of the Guianese population, or more than 12,000 individualsiv, but there is no way to be sure, as the French Constitution prohibits the collection of race-based census data.
For decades in French Guiana, as well as in many adjacent regions, education was only present in the form of Catholic Schools, residential institutions where Indigenous children were forcibly interned and required to replace their traditions and religions with the Catholic ideals. Their native languages were also prohibited and children were taught French instead.
This serves as an example of how school can be used as political tactic, as colonial France risked the disappearance of invaluable Indigenous knowledge in order to maintain its territory. To this day, the French government has not directly dealt with the cultural loss from French Guiana’s period as a colony, and the erasure of Indigenous minorities is still a very present issue, with their history, culture and languages often being ignored by the French education system.
Future Prospects
French Guiana suffers from social and economic inequalities that would greatly benefit from an education system that is better tailored to its extremely multicultural society. The French government has a responsibility to invest in French Guiana’s education by building new schools and preparing and hiring native teachers, as well as training foreign teachers on how to approach French Guiana’s diverse society. This would partially solve the issue of overpacked schools, while also stimulating the local economy.
In addition to these measures, the government should also include more about the history, cultures, geography, climate and religions present in French Guiana in textbooks and standardized exams, which could make school more relatable to students and have a direct effect on the current drop-out rates. A special effort should be made to ensure Indigenous peoples and other minorities have access to quality education which also respects their culture and heritage.
In order to effectively make these improvements, it is crucial that the French government monitors the developments of their investments, either by conducting their own research on the ground or relying on local leaders and Non-Governmental Organizations (NGOs). It is particularly important to collect data on enrolment rates for both Primary and Secondary Education, but also to understand what can be done to make sure these children receive quality education and encouragement to finish their studies.
Nacher, M., Basurko, C., Douine, M., Lambert, Y., Hcini, N., Elenga, N., Le Turnier, P., Epelboin, L., Djossou, F., Couppié, P., de Toffol, B., Drak Alsibai, K., Sabbah, N., & Adenis, A. (2023). The Epidemiologic Transition in French Guiana: Secular Trends and Setbacks, and Comparisons with Continental France and South American Countries. Tropical medicine and infectious disease, 8(4), 219. https://doi.org/10.3390/tropicalmed8040219
United Nations High Commissioner for Refugees. World Directory of Minorities and Indigenous Peoples – French Guiana. Refworld, 2007. Available at: https://www.refworld.org/docid/4954ce0d23.html
iii Galvão, I., & Schaller, J.-J. (2007). The issue of diversity in the school experience of youngsters in the French Guiana. Educação E Pesquisa, 33(1), 95–116. https://doi.org/10.1590/S1517-97022007000100007
iv Jaouen, M. (2023, March 23). The indigenous world 2023: French Guiana. IWGIA. https://www.iwgia.org/en/french-guiana/5090-iw-2023-french-guiana.html
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