As the world observes an increase in conflicts across the globe, the use of child soldiers remains a reality on this day February 12. From the ongoing conflicts in Ukraine and in the Gaza Strip, to the escalating violence following Afghanistan’s political upheaval after Taliban’s takeover, the repercussions of the COVID-19 pandemic further destabilise regions like Yemen, amplifying the risk of conflict. In Somalia, conflict-related deaths have reached a five-year high, while many other countries struggle with prolonged crises that are frequently disregarded by the international community. Amidst this turmoil, the most vulnerable suffer the gravest injustices. Boys and girls are coerced into combat, exploited for labour, and subjected to unimaginable horrors. Despite a UN treaty prohibiting the involvement of children under 18 in hostilities, there has been a lack of enforcement from the international community.
Children continue to be embroiled in armed conflicts across numerous nations. Their lives are characterised by peril, deprivation, and fear. Stripped of their innocence, they face the constant threat of ambushes, landmines, and gunfire, their existence devoid of basic necessities like food, water, and healthcare. Subjected to brutal discipline, many children perish under inhumane conditions, while others survive with lifelong physical or psychological scars, with girls, comprising a significant portion of child soldiers, endure additional horrors, including sexual violence and exploitation. The reality is that children are robbed of their childhoods, and forced into roles no child should ever have to bear.
Hence, the Red Hand Day, or the International Day against the Use of Child Soldiers campaign is a rallying call for action: urging governments, organisations, individuals, and the international community to confront this reality and provoke change. The history of Red Hand Day traces back to February 12, 2002, when the Optional Protocol to the Convention on the Rights of the Child on the involvement of children in armed conflict came into force. This protocol, also known as the “Paris Principles,” reaffirmed the international community’s stance against the recruitment and use of children in armed conflicti. The protocol established 18 as the minimum age for compulsory recruitment and participation in hostilities, with the aim of shielding children from the horrors of war and ensuring their access to education, health, and a safe environmentii.
Release of child soldiers. UNMISS/Nektarios Markogiannis. On Flickr.
At Broken Chalk, we stand in solidarity with the global community on Red Hand Day. We believe that every child, regardless of their circumstances, deserves equal access to quality education in a safe environment. Red Hand Day serves as a reminder of the ongoing challenges faced by more than 7622 children who are recruited as soldiers and deprived of their fundamental right to education (as estimated in a 2022 Annual Reportiii of the Special Representative of the Secretary-General for Children and Armed Conflict to the UN General Assembly).
As we commemorate Red Hand Day, Broken Chalk is committed to advocating for policies and initiatives that prioritise the end of recruitment and use of children in armed conflict to fully implement the Paris Commitment. Moreover, we advocate for the protection, safety, financial support, peaceful education, reintegration, and support of children affected by armed conflict, ensuring that they can learn, grow, and thrive. Nevertheless, more actions need to be taken to hold accountable those who are responsible, in compliance with international humanitarian law, specifically the Convention on the Rights of the Child. Together, we can work towards a world where the red hands of child soldiers are replaced with books and pens, symbolising hope, resilience, and the promise of a brighter future.
Broken Chalk announces it to the public with due respect.
This report was presented to the Office of the High Commissioner for Human Rights about the state of freedom of opinion and expression in the Philippines.
The Philippines, deeply committed to upholding human rights, has meticulously crafted a comprehensive national normative framework governing freedom of opinion and expression. This report will thoroughly examine various facets of this framework, particularly emphasising its educational dimensions.
Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 1st and 31st of October, 2023. 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.
Background: COVID-19 pandemic impact on school systems around the world
The coronavirus, emerging in the first months of 2020, spread rapidly across countries, and it constituted an unprecedented challenge with which the entire world had to grapple. The pandemic had all-encompassing consequences for societies and states. Not only did it put a strain on national healthcare systems, but it also affected vital policy areas such as education.
Policies and frameworks were adapted to the new reality for national educational systems to be resilient. Governments devised and implemented ad hoc measures to hamper the transmission of the virus and guarantee the right to education simultaneously. School closures soon became a standard practice among countries, and they peaked in April 2020, affecting over 1.6 billion learners worldwide.
To ensure educational continuity, states transitioned from in-person instruction towards distance teaching and learning, extensively using tools such as broadcast media (radio, TV), take-home material packages and online learning platforms. Due to the emergency context, the transition was swift in many cases, but it did require tailored and adequate support to teachers, students and families. Furthermore, quarantines and virus containment measures led to reformed learning assessment methods and high-stakes examinations.
When a lessening of COVID-19 allowed for school reopening, the Ministry of Education coordinated with the rest of government representatives to make that safe. By and large, schools began to reopen in September 2020. Despite this, countries decided on criteria governing future school closures.
Inevitably, the pandemic had adverse effects on learning opportunities and effectiveness. Not every student accessed remote learning because of child labour, connectivity gaps and gender inequality. Thereby, minimum learning losses were unavoidable. In an attempt to mitigate these losses, funds were provided to boost internet access and, at a later time, remedial programmes were introduced. Even after school reopening, an increase in dropout and disengagement rates was observed, especially for students belonging to low-income or rural households. [[i]]
Mental issues affecting learners: a call to action
Therefore, it seems evident that returning to in-person instruction is not enough to make COVID-19 consequences disappear. What is more, school is not only about learning, but it is also where personal development takes place. Schooling helps children and youth forge their values, ideas, interests, social skills and career aspirations, to name but a few. For this reason, the well-being of learners is essential to safeguard their right to education.
Undoubtedly, the mental health of students, teachers, parents and caregivers has been impacted by the pandemic. Not only did the pandemic cause mental health issues, but it also exacerbated those already present.
School closures, social isolation, health risks and the death of loved ones have had severe psychological implications on learners. Indeed, children and youth were deprived of the interpersonal dimension of everyday life and could only enjoy face-to-face relationships with family members unless they were infected. A screen became the only way to communicate and to see faces without masks. [[ii]] Moreover, the stress linked to economic instability and educational disruptions fostered a feeling ofuncertainty about studies, aspirations, and school-to-work transition, creating the perception of a hopeless future. [[iii]]
Critically, students were subjected to pandemic restrictions, but they did not engage in the decision-making processes. Even though they should have had a say in education policies, they could not easily make their voice heard, undermining their self-confidence. [[iv]]
Extensive literature underlines the need to address learners’ mental issues and advocates the provision of support services to students. Since lockdowns, governments, especially in high-income countries, have acted by setting up hotlines, recruiting counsellors or launching projects facilitating students sharing feelings and concerns. [[v]]
As learning and personal development are strongly intertwined, the Council of Europe has promoted the historical study of crises in schools to help students understand how their peers reacted and felt in the past. Thus, studying history may create a sense of unity and empathy. [[vi]]
In the drawing, we read “Facciamoci contagiare… dai buoni sentimenti!” (Let good feelings contaminate us!). Lower-secondary school students made this and many more drawings during school closures. Picture by Scuola Media della Repubblica di San Marino via Facebook.
Education responses to the pandemic-resulted predicament in San Marino
The Republic of San Marino executed its plan to cope with the pandemic first and foremost by means of nationwide school closures from 23 February to 10 June 2020, but the closures continued until the end of August because of the usual summer academic break. [[vii]] In view of the unfolding pandemic, a mixed approach between in-person instruction and remote learning was adopted. Then, there were only partial school closures during the academic year 2020/2021. To sum up, from March 2020 to August 2021, 4,170 learners were affected by school closures, and most of them belonged to lower- and upper-secondary education levels.
As a result of school closures, authorities opted for a distance learningstrategy employing online learning platforms for all education levels. Remote learning required the government to provide teachers with instructions on remote teaching, pedagogy workshops, ICT tools and free connectivity while enabling them to teach from school premises. The coverage of online learning platforms was crucial to safeguard the right to education and educational continuity for all learners. Hence, the distance learning strategy embraced policies that did pay attention to students with disabilities. The latter could attend courses on school premises and were supported with tailored materials. For instance, sign language was included in online learning programmes. Schools committed to offering vulnerable households internet subscriptions and devices at subsidised or zero costs to foster students’ access to connectivity.
A monitoring process was facilitated by observing students’ participation in online classes, their scheduled delivery of assignments, and their participation in written and oral tests. It is confirmed that more than 75 % of students attended distance learning during school closures. More importantly, the collaboration and mutual support between schools and families was enhanced through follow-up practices such as phone calls, instant messaging, emailing, videoconferencing and running household surveys on remote learning strategies.
As regards high-stake examinations for the secondary level, they were not cancelled or postponed, but they took place only via online-based oral tests, and they assessed reduced curriculum content.
As the academic year 2019/2020 was profoundly impacted by the coronavirus disease, the school calendar for the subsequent academic year 2020/2021 was adjusted with the start date on 1 September 2020, two weeks ahead of the previous schedule. The government preferred not to extend the duration of classes or the content of curricula. Learning assessments were organised at the classroom level to address learning losses, and authorities decided to launch remedial programmes in primary- and secondary-level schools as of September 2020.
After school reopening, students’ participation was monitored, and it showed that 100 % of students had attended school since September 2020, except for upper-secondary level schools where attendance share was more than 75% but not 100%. The return to in-person instruction was combined with health and hygiene precautionary measures. In the first place, hand-washing practice, using masks, temperature checks, equipment disinfection and the tracking of COVID-19-infected or exposed people were furthered and supervised by school committees. Moreover, adjustments to school and classroom physical arrangements, reducing or suspending extra-curricular activities, and combining remote and in-person learning were the most widely enforced measures. Teaching in schools’ outdoor places was encouraged in pre-primary and primary schools, whereas the progressive return of students divided into age-based cohorts concerned only pre-primary schools. Finally, classroom attendance scheduled in shifts was promoted exclusively in lower- and upper-secondary schools.
Since the pandemic had far-reaching consequences on education, the Republic of San Marino could rely on additional funds to recruit non-teaching safety personnel in all schools and teachers in pre-primary and primary schools in the academic year 2020/2021. However, only reallocations within the ordinary or even reduced education budget allowed the government to increase the education staff compensation, student loans and scholarships.
In addition to the policies implemented for school reopening, the government determined coronavirus national prevalence rates as the criterion for closing schools again. [[viii]]
The well-being of San Marino students: concerns and efforts
In San Marino’s statement, delivered during the 2022 Transforming Education Summit, the then-heads of State, the Captains Regent of the Republic of San Marino, Mr Oscar Mina II and Mr Paolo Rondelli I, recognised the two main functions of education: learning and personal development. In this respect, they declared the state’s willingness to continue abiding by the principles of equality and inclusiveness. Concerning COVID-19, they emphasise the pandemic consequences on students’ mental health and the educational system’s commitment to standing up to those. [[ix]]
Accordingly, San Marino authorities have been putting great effort into supporting students’ psychological well-being so far. During nationwide school closures, online counselling and teacher assistants lent learners a hand in facing pandemic hard times. In 2021, counselling points were arranged in secondary schools and the Centro di formazione professionale (vocational training centre).
The provision of assistance soon revealed the worrisome framework compounded by the pandemic. During the academic years 2020/2021 and 2021/2022, more than 130 students turned to the counselling services. Issues such as fear, anxiety, problematic anger management, eating and mood disorders, panic attacks, bullying and self-harm were detected. In some cases, they led to truancy and dropout. [[x]] As well, manifold addictions rose during the pandemic and after. Among them, social media, drug, and video game addictions have been widespread.The reason why COVID-19 has aggravated addictions lies in the fact that vulnerabilities consolidated while learners were suffering isolation. Consequently, youth specifically deemed social media, drugs or video games as an escape hatch from the gloomy reality. [[xi]]
Along with counselling services in secondary schools, authorities approved several projects for caring for children in pre-primary and primary schools. Both in 2021 and 2022, artists, teachers and doctors engaged together in school projects. The Giornata degli abbracci (Hugs Day) was outstanding among the initiatives. Considering that the pandemic had altered children’s emotional balance, the Giornata degli abbracci, which took place on 9 June 2022, aimed at restoring mutual trust, solidarity and good mood. [[xii]]
In December 2022, the government went one step further. After that, citizens called for the direct democracy mechanism Istanza d’ Arengo, a new professional figure, was established. Doctor Rosita Guidi has been appointed as a school psychologist. The school psychologist services are aimed at students of every level, from pre-primary to secondary schools and the vocational training centre. Dr Rosita Guidi can handle counselling requests from students, parents/caregivers, teachers and school committees. If the request concerns a minor, parents’ consent is compulsory.
The school psychologist comes to the aid of learners, teachers and families to promote the well-being of children and youth. When necessary, the undertaking of therapy paths may be suggested. [[xiii]] Although the school psychologist can easily be contacted (directly and via email), schools endorse additional methods due to privacy considerations. For instance, lower-secondary school students can request by inserting a note filled with personal and contact information in a sealed box.
The psychological support service has been warmly welcomed, given that, from December 2022 to April 2023, 60 requests were sent. [[xiv]]
With regard to students’ voice expression, San Marino has embarked on a renovation process planning to upgrade school curricula with interdisciplinarity, digital and citizenship competencies. The latter is meant to enhance the culture of peace, the education for sustainable development, human rights and gender education. Through this enrichment, students are on the right path to taking responsibility, raising their self-confidence and becoming active citizens in the democratic framework. [[xv]]
Conclusion
Two years after the pandemic outbreak, during the 2022 Transforming Education Summit, 57 % of governments stated the need to support the psycho-social well-being of students and teachers. Along the same line, international organisations and experts have incited states to invest steadily significant and adequate resources in supporting learners’ mental health. [[xvi]] Schools play a crucial role in this sensitive domain, and their role is all the more important if families do not notice psychological distress or underestimate it. San Marino has endeavoured to make the national educational system resilient to the pandemic, and its achievements have been relevant. Specifically, new counselling services have contributed to the country’s journey towards transformed education. It would be worthwhile to fund these services to a greater extent. Also, psychology training for all education staff has been proposed. [[xvii]] For all these reasons, even if San Marino’s educational transformation process is relatively recent, it is promising.
[[viii]] The information given in this section is contained in San Marino’s responses to the first and third rounds of the four-round Surveyon national Education Responses to COVID-19 School Closures. The first and third rounds of the survey were conducted respectively from May to June 2020 and from February to April 2021. The reader may find more detailed information about the four-round Surveyon national Education Responses to COVID-19 School Closures at the following address: https://tcg.uis.unesco.org/survey-on-national-education-responses-to-covid-19-school-closures/
Presented by Caren Thomas and Maria Samantha Orozco
This report was drafted by Broken Chalk to contribute to the call for inputs to analyze the consequences of US economic sanctions in the Middle East. Broken Chalk is an organisation that fights against violations of Human Rights and improving the quality of education around the globe.
For several decades, the United States has wielded economic sanctions as a tool against hostile state actors, seeking to influence global regimes deemed in opposition to US values and interests. Despite the intention of these measures to curb governmental injustices and foster peace, sanctions in the Middle East have become a significant and controversial feature of US foreign policy.1 As of 2023, the United States actively enforces sanctions on countries such as Iran and Syria, with far-reaching repercussions extending to Iraq, Lebanon, and Yemen.2 While these measures often receive international support, concerns persist regarding their impact on the general population, the hindrance to accessing basic services, and the undermining of educational and academic development.
This report was drafted by Broken Chalk to contribute to the call for inputs to analyze the status of the rights situation of Africans and people of African descent in the Asia Pacific region. Broken Chalk is an organisation that fights against violations of Human Rights and improving the quality of education around the globe.
Article 4 of the Constitution of China states, “All ethnic groups in the People’s Republic of China are equal. The State protects the legitimate rights and interests of all ethnic minorities and maintains and develops relationships of equality, unity, and mutual assistance among all ethnic groups. Discrimination and oppression of any ethnic group is prohibited. Behaviours that undermine national unity and create national divisions are prohibited”.1
China applied to the United Nations for the International Convention on All Forms of Racial Discrimination (with reservation to Article 23) on November 29, 1981. It was adopted on January 28, 1982. It is one of the earliest United Nations human rights conventions ratified by China.
Chinese officials denied the existence of racial discrimination in the country.2
However, according to the Committee on the Elimination of Racial Discrimination, China lacks an anti-racial discrimination law and a national human rights institution in line with the Paris Principles. 3
Presented by Caren Thomas, Francisca Rosales and Samantha Orozco
This report was drafted by Broken Chalk to contribute to the call for inputs to analyze the status of the rights of Indigenous Peoples worldwide in the achievement of the ends of the Declaration, focusing on one or more interrelated articles of the Declaration. Broken Chalk is an organisation that fights against violations of Human Rights and improving the quality of education around the globe.
Despite the efforts, a significant gap persists in the obligations of different regional human rights systems to establish binding bodies and enforce their resolutions, hindering the effective safeguarding of indigenous rights. While regional bodies acknowledge the binding nature of the ILO 169 convention, shortcomings, particularly in Latin America, where domestic laws lack regulation of procedures, impede policy implementation.
Armenia, a nation located in the South Caucasus, is experiencing a period of transformation in its educational landscape. In recent years, a combination of technological advancements, international collaborations, and dedicated local initiatives has brought about significant progress. This momentum is especially important as Armenia faces challenges such as an influx of refugees and the need for uninterrupted education. In this article, we will explore the advancements Armenia is making in education and the promising developments that indicate a brighter future for the nation.
Starlink’s Impact: Bridging Educational Divides
One catalyst for change is the arrival of Starlink, SpaceX’s satellite internet constellation project. This initiative is set to revolutionize education in Armenia by bringing high-speed, low-latency internet to remote areas. It aims to address the connectivity gap that has hindered educational access for many. The impact of this initiative is profound, particularly in rural regions where students have faced limitations in accessing online resources, participating in virtual classrooms, and engaging in distance learning.
With the advent of Starlink, students in remote areas now have the same opportunities as their urban counterparts. The newfound connectivity facilitates access to online libraries, research materials, and educational platforms, thereby broadening their knowledge horizons. Virtual classrooms enable interaction with teachers and students globally, fostering a global perspective and cultural exchange.
Furthermore, the low-latency internet provided by Starlink facilitates real-time collaboration, making distance learning more interactive and engaging. Students can ask questions, seek clarification, and receive immediate feedback, thereby enhancing their understanding and retention of the material. The arrival of Starlink signifies a significant leap forward, affirming that technology can bridge educational gaps and create a more equitable learning environment.
Energy-Efficiency Initiatives: A Green Commitment to Education
Armenia is taking steps to prioritize education by implementing energy efficiency initiatives. The European Investment Bank (EIB) and the European Union (EU) are collaborating to provide a €25 million loan for energy efficiency renovations in Yerevan’s polyclinics and kindergartens. This initiative aligns with the EU’s Economic and Investment Plan for the Eastern Partnership, with a focus on the flagship project “Investing in a green Yerevan – energy efficiency and green buses.”
The project goes beyond infrastructure improvements and aims to improve the quality of life for patients, healthcare staff, kindergarten children, and teachers. The renovations include upgrading building envelopes, replacing windows, and installing energy-efficient systems. By prioritizing green practices, not only does this initiative reduce energy consumption and CO2 emissions, but it also creates an environment that promotes learning and well-being.
UNESCO’s Support: Nurturing Educational Continuity for Refugees
Armenia’s resilience is further highlighted by its response to the influx of refugees, particularly from the Karabakh region. Recognizing the urgent need for educational support, Armenia officially sought UNESCO’s assistance, specifically in maintaining educational continuity for displaced pupils. UNESCO’s Director-General, Audrey Azoulay, promptly responded, emphasizing the organization’s commitment to education.
In collaboration with national authorities, UNESCO is developing a comprehensive plan of action. This plan focuses on ensuring optimal learning conditions, providing access to remedial or catch-up programs, and offering psychosocial support to help displaced students cope with the challenges they face. The commitment to maintaining educational continuity for refugee children reflects Armenia’s dedication to providing a stable and nurturing environment even in the face of adversity.
Teach For Armenia: A Beacon of Educational Transformation
Amidst these challenges and transformations, Teach For Armenia emerges as a beacon of hope. This nonprofit organization envisions a future where all children, regardless of socioeconomic circumstances, have access to an excellent education. With a mission to catalyze a nationwide movement of impact-driven leaders, Teach For Armenia operates the Seroond initiative, a transformation model for public schools in Armenia.
Seroond embodies a holistic approach to education, recognizing that traditional systems may not fully address the diverse needs of students. By prioritizing social-emotional learning alongside academic success, Seroond aims to create a more equitable and effective education system. The program’s focus on individualized learning plans, family support, and a holistic learning environment aligns with Armenia’s commitment to fostering well-rounded and resilient individuals.
Conclusion: A Bright Horizon for Armenian Education
Armenia’s educational landscape is undergoing a positive metamorphosis, propelled by technological innovations, international collaborations, and dedicated local initiatives. Starlink’s arrival brings connectivity to remote areas, leveling the educational playing field. Energy efficiency projects underscore Armenia’s commitment to creating conducive learning environments. UNESCO’s support for refugee education and Teach For Armenia’s transformative initiatives demonstrate the nation’s resilience and dedication to shaping a brighter future through education.
As Armenia continues to navigate challenges, the collective efforts of individuals, organizations, and international collaborations illuminate a path toward a more inclusive, connected, and resilient educational landscape. The progress made in recent times paints a picture of hope and determination—a testament to the transformative power of education in building a better future for Armenia and its children.
The commitment to education in Armenia serves as a beacon of hope, inspiring generations to overcome adversity, embrace knowledge, and contribute to the development of a prosperous society. It is through education that Armenia’s children can find the tools they need to build a brighter future, break the cycle of conflict, and foster peace and stability in the region. With continued support and investment in education, Armenia can overcome its challenges and create a society where every child has the opportunity to thrive and reach their full potential. Together, we can ensure that education remains a cornerstone of progress and a catalyst for positive change in Armenia.
Nestled in the North Atlantic Ocean, the Faroe Islands are a self-governing territory within the Kingdom of Denmark. The archipelago of 18 islands is populated by around 52,000 habitants, most of which speak the local tongue of Faroese. Despite its isolated and small territory, as well as their small number of inhabitants, Faroese people have a quality of life that excels that of many other countries. For instance, the unemployment rate reached a record low of 0.6% in June 2023, one of the lowest among European countries. The Faroe Islands also possess one of the lowest crime rates in the world, making it an exceedingly safe place to live and travel to. In regard to education, another crucial quality-of-life indicator given its pivotal role in empowering individuals, fostering economic prosperity, and enhancing social well-being, the Faroe Islands’ schooling system is based on the belief that everyone should have equal access to educational attainment. This translates into public free education for the whole population at all levels, from primary school to higher education. However, that being said, education in the archipelago has its problems and challenges, as pointed out by a Faroese student who moved abroad for higher education interviewed for this article, such as the limited university degrees or the nature of the small communities negatively affecting young students.
Nature of small and dispersed communities
An important topic which emerged from the interviews was the nature of the small communities in the Faroe Islands affecting kids’ academic success and well-being in school. Much research has looked into the influence of community type on a child’s academic achievements and social-behavioral skills, among others, and although none have looked at it in the specific case study of the Faroe Islands, one can draw conclusions for it too. For instance, due to their small numbers, the Faroese live in small close-knit communities, in which everyone knows each other. This means that many parents and teachers had relationships or mutual associations before they created a parent-teacher relationship. This may be good, as much research has shown that “positive connections between parents and teachers have been shown to improve children’s academic achievement, social competencies and emotional well-being”[i].
Conversely however, if a teacher harbors negative perceptions of a student’s parents, this can lead to (sometimes unconscious) stigmatization of certain children through biased teacher-student interactions possibly resulting in lower grades. For instance, the interviewee mentioned an instance in which the daughter of a known shoplifter in the Faroe Islands received stricter teaching in which it was harder for her to pass her assignments just because her last name was associated with her dad’s criminal record. Similarly, in one another instance recollected, the daughter of a beloved teacher completed high school with minimal effort due to the positive associations teachers had with her dad. Furthermore, adding to the bias problem related to pre-existing negative perceptions between teachers and parents, Witte finds that small and less densely populated communities, such as those found in the Faroe Islands, experience lower quality parent–teacher relationships than big cities, which she speculated might be due to factors such as less and limited access to partnership-building opportunities and support in rural and town areas compared to big cities[ii].
While primary schools are very accessible, with many of them throughout the various villages or even teachers traveling to kids’ homes, there are less options for gymnasium, which means students and parents have to travel greater distances to go to school or interact with teachers, potentially leading to lower attendance rates and contributing to academic difficulties, or making it less likely for parents to attend ceremonies which involve them in their child’s educational upbringing. Therefore, the nature of the small and dispersed communities in the Faroe Islands can affect kids negatively both due to pre-existing negative associations between parents and teachers, as mostly pointed out by the interviewee, as well as due issues such as the distance between schools and families, which can limit parent-teacher time for collaborative, relationship-building meetings.
Reliance on other countries for educational resources
Another main issue pointed out by the interviewees is the reliance of the Faroe Islands on Denmark and the rest of the Nordic community for educational resources and opportunities. One of the most straightforward examples of this reliance is the fact that University of the Faroe Islands (Fróðskaparsetur Føroya, in Faroese), located in the capital city of Tórshavn, only offers 16 bachelor’s degree options. This means that many students seeking a (specific) higher education after high school are forced to move to another country, often mainland Denmark, in order to pursue their choice of studies. For instance, in the academic year of 2016/2017, 1,202 students pursued their bachelor’s degree in Denmark, 173 somewhere else, and only 996 stayed in the Faroe Islands.
The necessity of relocating abroad for educational pursuits may cause disparities in the accessibility of higher education depending on socioeconomic background, as not everyone has the economic and social means to depart from the archipelago and leave friends and family behind in pursuit of advanced studies. This is most evident by the fact that Faroese people get married and have kids very early on. The interviewee pointed out that some of their friends wanted to study medicine abroad with them, but due to starting families right after high school, leaving the country was not a viable option, and thus had to give up their educational dreams and study something more accessible within the archipelago. However, the effects of socioeconomic background on the possibilities for studying abroad in regard to the Faroe Islands are yet to be researched in-depth.
This trend regarding the expatriation of Faroese students has been on the downturn however, as in 2020 1,018 students stayed in the archipelago while only 767 went elsewhere. As recounted by Linda Klein in an article for DR (Danish Broadcasting Corporation), this is most likely due to young people in the Islands starting to see a future at home: the University has added new degree opportunities in recent years, and a new dorm has been built for students of the University of the Faroe Islands, making it easier and cheaper for students to find their own place in the capital. However, even if the trend is in the downturn, the reasons have not been researched in-depth and the number of students who must leave the Faroe Islands to study is still quite significant. Thus, the government needs to continue to ease the difficulty of choice young people face in the Faroe Islands between their home, family, and friends, and the pursuit of higher education for better job opportunities later in life.
Another facet of this reliance on Denmark, other Northern countries and the English-speaking world in general is the fact that little books and other educational materials are written in Faroese, and more recently more English materials have been introduced in the classroom. Danish has for most of recent history been a principal language in the Faroe Islands, with most of the population speaking it fluently, and has so far coexisted without marginalizing and diluting the Faroese language.
However, with the introduction of English into classrooms, there’s a good likelihood that the Faroese are to become a trilingual society, as evidenced already by young people code-switching between Faroese and English in everyday conversations, and sometimes even only speaking in English. If this trend follows them into adulthood, Rakul Skaale Andreasen argues in her thesis that “it might mean that English will replace Faroese in the future”[iii]. Therefore, less and less people speak Faroese as fluently as they used to, which was pointed out by the interviewee when mentioning that kids nowadays have to be reminded of common words such as ‘airport’, as they only remember it in English. This has been shown to have negative effects on people’s sense of belonging, community, and inclusivity, as good proficiency in the national language contributes to these factors[iv].
Ultimately, university students being forced to an extent to move to other countries and thus receive education in a foreign language, as well as the large-scale introduction of school materials in English, violates Faroese people’s right to be taught in their mother tongue, a right stressed in many international human rights documents and conventions such as Universal Declaration of Linguistic Rights and European Charter for Regional or Minority Languages. However, more research into the topic is needed, as well as its effects, with Skaale Andreasen’s thesis offering a steppingstone into this field.
Conclusion
Although education in the Faroe Islands is that corresponding to one of general quality, it has many issues which need to be addressed. Of course, given the fact that the Faroese are small in numbers and the territory is dispersed in various islands, the education system cannot be expected to be perfect with all opportunities larger communities with more people can offer. However, the problems these characteristics give rise to need to be identified in order to minimize them, and whether some of those outlined in this article are anecdotal evidence from first-hand accounts or a symptom of a wider problem remains to be studied. Therefore, in order to make the system as accessible as possible and foster students’ well-being to the maximum extent, more research is needed, as without it, it is way more difficult to pinpoint the problems and address them. In this sense, the lack of research could be argued to be one of the main challenges to an ever-improving Faroese education system, which adapts to the various situations and challenges of the time.
Guinea, officially the Republic of Guinea, is a country located on the west coast of Africa with a population of 13.53 million[i]. The region is known for hosting various ancient empires and civilisations, such as the Ghana and the Mali Empire, and a wide range of ethnic groups with historical roots, like the Fulani, Mandinka, and Susu people[ii][iii][iv]. In the late 19th century, Guinea came under French control with European powers, particularly France, establishing colonies in the region[v]. Guinea gained independence from France on October 2, 1958, under the leadership of Ahmed Sékou Touré, who became the country’s first president[vi]. It was the only French West African colony to choose immediate independence rather than continued association with France[vii].
However, Touré’s presidency grew to be authoritarian and was marked by political repression, human rights abuses, and economic mismanagement[viii]. Touré’s policies led to the international isolation of Guinea and the country becoming one of the poorest in the region[ix]. Following Touré’s death, the country continued to struggle with poor macroeconomic performance, weak governance structures, and political instability in the 1990s[x]. In 2010, Guinea made considerable progress with a new constitution and democratic elections[xi]. However, the country faced political upheaval with a coup d’état in September 2021, leading to a fluid and unstable political landscape once again [xii]. The remnants of colonialism have left enduring imprints on the nation’s history, politics, and education system, contributing to structural challenges that still persist. Today, Guinea stands as one of the least developed nations globally, and the current political instability poses a substantial barrier to achieving widespread education access within the country [xiii].
While strides have been made to increase access to education, there is still ample room for improvement. Access to quality education is unequally distributed, especially in rural areas, leading to disparities in enrolment rates and learning outcomes. Although primary education for Guinean children is free and compulsory, the country struggles with extremely low enrolment and completion rates [xiv]. This is due to various factors such as economic barriers, traditional gender roles, cultural norms, and lack of infrastructure. This article aims to delve into the educational challenges in Guinea, shedding light on key issues that demand attention.
Lack of Infrastructure
The lack of adequate infrastructure in schools is a great concern in Guinea. Although the Guinean government made promises to increase the budget for education by 20% per international standards, it has been declining since 2020 to 10.2%, getting close to an all-time low [xv][xvi]. Poorly equipped classrooms, libraries, and sanitation facilities hinder the quality of education and demotivate children from going to school. Many schools face a shortage of essential learning resources such as textbooks, reference materials, and teaching aids. The lack of these resources hampers the effectiveness of teaching and learning processes [xvii].
The lack of infrastructure also has a direct effect on the gender disparity in accessing education. As per the United Nations Children’s Fund, approximately 10% of female children in Africa miss or drop out of school due to not having access to proper restroom facilities during menstruation[xviii]. In fact, following improvements in school sanitation, Guinean girls’ enrolment rates witnessed a 17% increase from 1997 to 2002, demonstrating the crucial role sanitation facilities play in girls’ access to education [xix].
The insufficient infrastructure is particularly pronounced in rural regions making it harder for children to attend school regularly. This issue is particularly critical given that approximately 62% of the population in Guinea resides in rural areas [xx]. The country has a predominantly agrarian economy, with agriculture being a primary source of livelihood for a significant portion of the population. Additionally, Guinea has experienced relatively limited urbanisation and the pace of rural-to-urban migration has been slow. Unfortunately, ensuring universal access to education is significantly more difficult in rural areas where the majority of Guineans live. Schools are usually hard to reach because of long distances and insufficient transportation networks, such as roads and public transportation. Moreover, improving the quality of education proves notably challenging in Guinea’s rural areas. The lack of qualified teachers, adequate classrooms, educational materials, and sanitary facilities poses an even more significant problem in these regions compared to urban areas [xxi].
Quality of Education
The shortage of qualified teachers in Guinea is a pressing concern regarding the quality of education. Many schools, especially in rural areas, face difficulties in recruiting and retaining teachers with proper qualifications. The average classroom consists of 80 students and only one teacher[xxii]. Large student-teacher ratios make it challenging for educators to provide individual attention to students. The Education Systems Analysis Programme report has shown that in 2019, a mere 45% of students who completed primary school demonstrated satisfactory proficiency in reading and only 32% exhibited sufficient skills in mathematics[xxiii]. This data illustrates the importance of the teacher shortage problem given its direct influence on learning outcomes.
Economic Barriers
Economic constraints pose significant challenges to families striving to provide education for their children. A poverty measurement survey conducted by Unicef in 2020 has shown that around half the population of children in Guinea live in poor households [xxiv]. Educational expenses, such as textbooks, uniforms, school supplies, and transportation impede access to education for many Guinean children. Moreover, many families in Guinea rely on agriculture or informal sector activities for their livelihoods. Sending a child to school means diverting labor from economic activities, which can be a significant opportunity cost for families dependent on daily wages.
Economic barriers also have a direct impact on the gender disparity regarding access to education. If a low-income family has both male and female children, they often prefer sending their boys to school while girls stay home to help with chores. Boys are regarded as a better investment than girls and their education is therefore deemed more valuable for low-income families, especially in rural areas [xxv].
While primary and secondary schools have become more accessible for Guinean girls since the 1980s, gender disparity in education remains a significant challenge in Guinea. When it comes to enrolment and completion rates, especially at the primary and secondary levels, there is a wide gap between boys and girls. In 2012, the rate of completion for primary school among females stood at 61.5% [xxvi]. Regarding secondary school participation, the net enrolment for males was 40.5%, whereas for females, it experienced a discouraging decline to 25.9% in 2016 [xxvii]. As of 2020 data, it was estimated that 37.8% of boys complete lower secondary school in Guinea, whereas the rate is 28.5% for girls [xxviii]. Notably, the disparity in completion rates between boys and girls stands at 9.3, surpassing the Sub-Saharan Africa aggregate gap of 3 [xxix]. When it comes to adult literacy, the gap between men and women stands at 29.9 which is larger than the gap of the Sub-Saharan Africa aggregate, 13. While 61.2% of Guinean men can read and write, the literacy rate is notably lower for women at 31.2%[xxx].
The gender gap in education has a large impact on the employment and financial independence of women. Since 1990, there has been a decline in the participation of women in the labor force in Guinea. In 2022, the participation rate in the labor force was 63.7% for men, whereas it was 41.7% for women [xxxi]. Education and literacy also play a significant role in the social standing of women and the extent to which women are empowered to contribute to and influence key aspects of their family life. In 2018, only 30.4% of Guinean women were involved in making major decisions in the household, such as household purchases, decisions about their healthcare, and visits to family, relatives, and friends [xxxii].
A 2008 research conducted by Tuwor and Soussou on gender discrimination and education in West Africa reveals persistent challenges affecting girls’ education[xxxiii]. These obstacles include cultural beliefs, misinterpretation of religious teachings, parents with limited literacy and education, and economic constraints. Families are often worried that their girls will lose their traditional values and will not make suitable wives if they receive an education. The study suggests that within Sub-Saharan Africa, the society reinforces the idea that a woman’s primary role is within the household and that girls should uphold traditional roles as brides, mothers, and domestic labourers. Due to these cultural norms and gender roles, girls are forced into child marriages, pregnancies, and physical and sexual violence within those marriages which prevent them from going to school [xxxiv]. Data collected by UNICEF from 2008 to 2012 supports this by revealing that 35.6% of female teenagers were married during this period[xxxv]. While the rate of adolescent pregnancies has decreased since 2010, 115 of every 1,000 girls between the ages of 15 and 19 gave birth in Guinea in 2021, which is still 2.7 times more than the world average[xxxvi].
Additionally, household chores, caring for younger siblings, and cooking are other domestic responsibilities expected from girls which hinder their ability to attend school. According to the same study, the concern that their girls might get sexually assaulted or even raped is another reason why Guinean parents are reluctant to send their girls to school [xxxvii]. An empirical research conducted by Coleman in 2017 has revealed that it is, in fact, common for teachers to demand sexual favours from female students for a passing grade with little ramifications[xxxviii]. Overall, traditional gender roles, cultural norms, child marriage, and gender-based violence are all serious obstacles to girls’ access to education.
Conclusion
In conclusion, Guinea faces a wide variety of educational challenges that demand immediate attention and collaborative solutions. In order to achieve universal access to education, it is crucial for the government to address the issues of qualified teacher shortages, inadequate infrastructure, economic barriers, and gender disparities. As we envision a future where every Guinean child has equal access to quality education, collaborative efforts between government bodies, communities, and international partners become paramount. Increasing the budget for education, investing in teacher training programs, improving infrastructure, and leveraging technology for educational enhancement are essential steps in the right direction. Moreover, the acknowledgment of the unique challenges faced by Guinean girls and women must be at the forefront of educational reforms. Gender-sensitive policies, community engagement, and awareness initiatives are vital components in dismantling barriers and fostering a more inclusive educational landscape. By overcoming these challenges and prioritising education, Guinea can lay the groundwork for innovation, economic growth, and social cohesion, and promise a better future for its youth.
[vii] Schmidt, E. (2009). Anticolonial nationalism in French West Africa: What made Guinea unique? African Studies Review, 52(2), 1–34. https://doi.org/10.1353/arw.0.0219
[xxxi] International Labour Organization. “ILO Modelled Estimates and Projections database (ILOEST)” ILOSTAT. Retrieved December 12, 2023, from https://ilostat.ilo.org/data/.
[xxxiii] Tuwor, T., & Soussou, M. (2008). Accessing pupil development and education in an inclusive setting. International Journal of Inclusive Education. 12(4), 363-379.
[xxxv] UNICEF World Summit for Children. (2016). Plan of action for implementing The world declaration on survival, protection and development of children in the 1990s. Retrieved from http://www.unicef.org/wsc/plan.htm#Basic
[xxxvi] United Nations Population Division, World Population Prospects
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