Educational Challenges in the U.S. Virgin Islands

Written by Aoibhínn Kiely

The U.S. Virgin Islands are situated in the Caribbean Sea, located some 64 to 80 kilometres east of Puerto Rico. The region consists of three larger islands, St. Croix, St. Thomas and St. John, and approximately 50 smaller cays and islets, amassing a total area of 133 square miles. Due to the inviting climate, the U.S. Virgin Islands attracts a large number of tourists each year, however tourism is one of the region’s only economic resources, and financial aid and funding is provided by the United States.

The region is at risk for hurricanes, with an average of 5 passing the region yearly, and in September of 2017 the territory sustained extreme damage from a barrage of two Category 5 hurricanes within the span of two weeks. Irma and Maria together destroyed virtually all crops of St Croix and an estimated 90% of buildings in the territory were destroyed or severely damaged.

Education in the U.S. Virgin Islands is compulsory and government-run schools operate for free. The Virgin Islands Department of Education runs 21 elementary schools, six middle schools and six high schools between two school districts spread between the three main islands. The territory also sports one university, The University of the Virgin Islands, a public liberal arts based university. 

However, a great number of students attend private schools, and most of the families who relocate to the U.S. Virgin Islands opt to send their children to private or religious affiliated schools, who also charge a tuition fee. Educational challenges in the U.S. Virgin Islands are characterised by poor funding, staff shortages, and struggling infrastructure, causing huge barriers to adequate education for the working class population of the islands.

Unsafe working (and learning) conditions

The vast majority of those who relocate to the U.S. Virgin Islands will decide to send their children to a private school to receive their education. With the Peter Gruber International Academy, situated on St. Thomas, requiring annual tuition ranging from $13,150 to $21,000 excluding materials and accreditation fees, it is starkly obvious that this option is not for everyone. However, given the state of current affairs in public schools, there is no doubt as to why parents would go out of pocket to avoid their children attending the region’s public schools.

In September 2023, teachers across St. Croix walked out of their classrooms in protest, claiming that the conditions they are expected to work in are untenable and entirely unsafe. The protesting teachers mention not only the long-standing issues of underfunding for the schools, but also sweltering temperatures that have to be endured in classrooms, many of which have no clean drinking water. This region, famous for its balmy temperatures, has schools operating without air conditioning. The response to this protest has been to implement schedule adjustments, enforcing earlier dismissal and shortened class periods for the schools on St. Croix. In effect, poor funding has caused policy makers to opt for less schooling hours as opposed to providing adequate equipment to the schools.

Teachers are not the only individuals enraged by these conditions, as students took to the streets in protest of the unsafe conditions they are expected to learn and grow under. Students from two historically rivalling highschools put their differences aside as they called for immediate action from leaders. Devastating heat and lack of air conditioning were only the tip of the iceberg for these students, as placards being held high mentioned termites, mould, leaking ceilings, and other structural ailments concerned with the physical school buildings. Further prompting the action was the stark lack of funding for equipment and maintenance workers.

School facilities in the U.S. Virgin Islands have sustained damage not only from the hurricanes in 2017, but also many in the 90s and less severe instances in 2021 and 2022. As a result the infrastructure must constantly be repaired and seen to, which these students believe is not being upheld on the side of maintenance due to exceedingly poor funding. One of the schools in which the students came from, Educational Complex High School, is used as a hurricane shelter, which the students reiterated, poor maintenance is not only an educational disadvantage but a genuine health and safety hazard for those living on the island. The students stood in unison demanding answers to where the large budgets dedicated to the Department of Education have been going, and hoping together that their action will spare future students on St. Croix from the conditions they have to currently endure.

Where have all the teachers gone?

Dr. Dionne Wells-Hedrington, commissioner of the Virgin Islands Department of Education cannot stress enough the risk that classrooms will not be filled when the 2023/2024 school year begins. With learning deficiencies in the region presenting themselves as a challenge at present, the 127 teachers reaching retirement age represent a looming loss to the educational system on the islands and a concerning prospect for the students.

The school year 2022/2023 saw 33 teachers separate themselves from the department, expanding the 43 pre-existing teaching vacancies in the region. The strategy being employed by the department in an attempt to tackle this growing issue that has been used for years, to try to recruit teachers from outside the territory to fill the gaps. The Department has been driven to launch a special appeal to recruit degree holders and retired teachers to fill substitute teacher positions.

The situation remains dire however with Wells-Hedrington informing lawmakers last year that nearly 200 teachers and support staff retired or resigned from the already struggling public school education system between June 2022 and August 2022. Furthermore, the number of non-certified professionals working in the public schools on the Islands far outnumber those certified, with only 228 certified professionals in comparison to 610 non-certified professionals.  Emmanuella Perez-Cassius, the Board of Educations Vice Chairwoman, is adamant that educators need to receive higher pay, consistent curriculum mandates and better working conditions.

A storm of mental distress

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

In July 2023 Perez-Cassius made it clear that schools are not up to date with critical information that can protect children from a mental health crisis. As a result she called for direct and ongoing communication between the Department of Education and Department of Health, as well as other organisations concerning treatments, school services, and awareness for students with escalating mental health concerns.

The Vice Chairwoman additionally called for the implementation of training on trauma based interventions and approaches. Studies have suggested that students on the islands experience PTSD at a significantly higher level than the general population, and a lack of intervention from the education system is an unfortunate shortfall that devastatingly lets students, and teachers alike, down.

Leadership for change

Although there is no absence of challenges faced by those pursuing education through the system in the U.S. Virgin Islands, these very individuals have shown resilience and perseverance time and time again in the face of challenges. The bravery of the protesting teachers and the voices of strong leaders such as Perez-Cassius and Dr.  Wells-Hedrington are not going unseen and unheard as attention is being drawn to these areas of concern.

Furthermore, the children in the region have stepped up and shown that they will no longer allow for unsafe conditions to be tolerated. These students have shown responsibility and dedication in a way that no child should ever have to. Their passion and drive through their protests and their demands of lawmakers have made waves in their communities and it will be impossible for those in power to ignore their rightly placed rage.  After the terror of Irma and Maria the people of the U.S. Virgin Islands have worked hard to rebuild themselves and their education system, demonstrations of strength that will stand to the region with any hope.

References

Cover Image by MChe Lee via Unsplash

Navigating Educational Challenges in Mauritania

Written by Laraib Ahmed

Geographical and Historical Context

Situated in the northwest of Africa, Mauritania is a nation known for its rich cultural legacy and expansive desert landscapes. The country, which has the Atlantic Ocean to the west, is well-known for its vast dunes of the Sahara and its breathtaking natural beauty. Mauritania’s cultural identity has been profoundly influenced by a diverse range of historical civilisations, such as the powerful Almoravid dynasty and the Berber empires. In addition, the nation’s history is marked by the intricate interaction of trade routes and nomadic customs, which highlights its crucial function as a link between sub-Saharan Africa and the Arab world[i].

Educational Endeavors in a Challenging Context

Mauritania’s educational system has become essential for preserving the country’s intellectual capital and advancing its socioeconomic growth in the face of this geographic and historical context. Notwithstanding the difficulties presented by its arid landscape and ancient nomadic customs, the country has achieved significant progress in elevating education to the top of the priority list. Acknowledging that education can change people’s lives, Mauritania has set out to improve access to high-quality education, promote inclusivity, and close the gaps in educational attainment among its different groups. To empower its people and promote sustainable development, Mauritania is still working toward creating a dynamic and inclusive educational environment incorporating its historical and geographical legacies.

Challenges in the Educational System

Tucked away amid the great and harsh reaches of the Mauritanian desert, the country’s educational system faces a wide range of challenging obstacles. These challenges highlight the complex and multidimensional environment that obstructs the country’s educational advancement, from the enduring problem of low enrollment rates to the intricate web of gender imbalances. The path to education in Mauritania is paved with a convoluted mix of obstacles, each of which poses severe and distinct difficulties that require immediate attention and coordinated efforts to overcome. These issues are felt in remote areas and quickly changing metropolitan areas, underscoring the necessity of an all-encompassing strategy to solve the nationwide educational gaps.

Gender Imbalance and Access to Education

According to data on literacy rates, Mauritania’s total literacy rate dropped significantly over the previous few years, from 96% in 2015 to 87% in 2021[ii]. This worrying trend may indicate problems with the nation’s educational system. This decreasing track highlights the need for a thorough analysis of the variables contributing to this decrease and calls into question the effectiveness of educational policies and programs implemented during this time.

The notable difference in the literacy rates of males and females further highlights gender gaps in the educational landscape. The 62% female literacy rate in 2020 and the 72% male literacy rate in 2021 demonstrate the ongoing difficulties in providing women and girls with equal access to school.[iii] Targeted actions are required to remove the cultural and sociological hurdles that prevent women from pursuing higher education and limit their ability to develop socioeconomically in light of this imbalance.

Importance of Adult Education

In addition, the stated adult total literacy rate of 67% in 2021 raises the possibility that improved adult education programs and lifetime learning initiatives will require coordinated efforts.[iv] Improving adult literacy rates can be achieved by strongly emphasising education for adults. This will help create a more knowledgeable and skilled workforce that can propel the country’s socioeconomic growth.

Efforts to Address Low Enrollment Rates

In Mauritania, low enrollment rates—particularly common in rural areas and among underprivileged communities—remain a major obstacle to the growth of education. Many young people’s access to high-quality education is hampered by the lack of accessible schools and families’ financial struggles. Consequently, a great deal of kids and teenagers miss out on the opportunity for education to change their lives. The government of Mauritania is actively stepping up efforts to address the underlying causes of low enrollment rates, realising the seriousness of the situation. To ensure that no child is left behind in their pursuit of knowledge and empowerment, the government has launched extensive awareness programs, offered scholarships, and emphasised the necessity of creating more accessible schools.

Gender Disparities and Social Hurdles

Furthermore, the data pertaining to Mauritania’s educational system presents a clear picture of the country’s difficulties. The percentage of kids who don’t go to school is a crucial sign of the education gap since it shows how many young people are currently shut out of the educational system and don’t receive the life-changing benefits of education. In Mauritania, a worrying trend is shown compared to 33% of male children of secondary school age, nearly 40% of female adolescents are not enrolled in school.[v] Additionally, the data shows a notable difference in the enrollment rates of children of secondary school age between the wealthiest and poorest parts of the population. This discrepancy highlights the more general socioeconomic issues that interact. This discrepancy highlights the more general socioeconomic issues that impact education and calls for all-encompassing solutions to close the achievement gap and guarantee fair access to education for all groups in society.

Empowerment of Girls and Women

Due to ingrained social mores and cultural traditions that discourage women from pursuing higher education, gender imbalance in Mauritius’ educational system continues to be a problem. A cycle of educational inequality is perpetuated by the persistence of these impediments, which lead to notably lower enrollment rates and higher dropout rates among girls. The government has launched several policy efforts to remove these obstacles and create an inclusive learning environment for people of all genders to solve this urgent issue. Mauritania is actively working to empower girls and create a more equitable educational landscape by implementing comprehensive awareness campaigns, community engagement activities, and safe and friendly learning environments. These initiatives, which comply with the law, aim to create a supportive atmosphere that promotes female involvement and guarantees that every student has equal access to a high-quality education and the chance to reach their full potential.

Complexities in Achieving Educational Equality

Disparities in test scores and educational attainment still exist despite significant success in raising the number of girls enrolled in schools. This difference is caused by a number of underlying causes, such as early births and marriages that force girls to leave school early, which negatively affects both their own and their children’s health and cognitive development. A 2023 UN report[vi] revealed that the primary barrier to girls’ empowerment is the high percentage of females dropping out of school (18%) and child marriages (39%) caused by adolescent pregnancies. Women continue to participate in the labour force at a disproportionately low rate, with the majority of them working in the unorganised sector. They also encounter major obstacles regarding business, financing availability, and land and property ownership. In addition, financial limitations, job insecurity, and land rights restrictions make it harder for Mauritanian women to advance professionally and support the country’s economic growth[vii]. To effectively address these complex issues, comprehensive plans that provide educational opportunities while enabling women and girls to break down social and cultural barriers and take an active role in the socioeconomic development of their country are needed.

Efforts to Modernise the Educational System

Several issues, such as inadequate financing, outmoded teaching practices, and a lack of trained teachers, contribute to Mauritania’s low level of education. The government is putting a lot of emphasis on developing relevant and interesting curricula, integrating cutting-edge teaching technologies, and giving educators opportunities for ongoing professional development because it recognises the urgent need to modernise the educational system.

Mitigating Socioeconomic Limitations

Additionally, in keeping with the guidelines provided by the legal framework, learning resource and educational infrastructure investments are being given top priority to encourage students’ critical thinking, creativity, and holistic development and make sure that the educational system gives them the information and abilities they need to succeed in a world that is changing quickly. Moreover, Mauritanian society’s socioeconomic limitations—such as widespread poverty and unstable finances—create significant obstacles to obtaining and finishing education. In response, the government launched specialised social welfare programs to help low-income families with their financial responsibilities by offering financial aid, scholarships, and vocational training.[viii]

Investing in Educational Infrastructure

Under the legal framework, cooperative efforts with community organisations seek to mitigate financial limitations so that the most disadvantaged members of society can continue their educational aspirations.

Insufficient infrastructure for education, especially in isolated areas, poses a significant challenge to the efficient provision of top-notch education throughout Mauritania. Inadequate classrooms, libraries, and technology resources hinder students’ learning experience and restrict their access to contemporary teaching methods. The government is concentrating on long-term investments in educational infrastructure, focusing on building well-equipped schools, incorporating state-of-the-art teaching tools, and creating thorough maintenance protocols to address this difficulty.

The Road to Inclusive Education

As per the regulatory framework’s criteria, these efforts aim to guarantee the sustainability of educational institutions and close the digital gap between urban and rural locations, giving every student an equal chance to progress in their education. Ultimately, Mauritania attempts to tackle the various issues in its education sector by encouraging cooperation and carrying out targeted initiatives. As a foundation for its people’s future prosperity and equity, Mauritania hopes to develop a strong and inclusive educational environment through collaborations with international organisations, local communities, and the government. Mauritania hopes to establish an educational ecosystem that empowers its people and promotes wealth and sustainable development for future generations by prioritising teamwork and all-encompassing interventions.[ix]

References

[i] Gerteiny, A. G., Deschamps, H. J., Toupet, C. H., & Stewart, C. C. (2023, October 2).

[ii] World Bank Open Data. (n.d.). World Bank Open Data.

[iii] OHCHR. (2023). Mauritania: Despite progress, women and girls’ lives are still being sacrificed, UN expert says.

[iv] World Bank Open Data. (n.d.). World Bank Open Data.

[v] World Bank Open Data. (n.d.). World Bank Open Data.

[vi] OHCHR. (2023). Mauritania: Despite progress, women and girls’ lives still being sacrificed, UN expert says.

[viii] World Bank Group. (2020b). Mauritania: Improving education to foster social cohesion and support economic development.

[ix] Mauritania commits to reinforcing the right to education in national frameworks. (2023, April 20).

Cover Image “A teacher in class with her students” by GPE/Kelley Lynch via Flickr

Educational Challenges in Laos

Written by Uzair Ahmad Saleem

Laos is a landlocked Southeast Asian country with a population of approximately 7.2 million people. It is one of the world’s least developed countries, ranked 139th out of 189 in the Human Development Index. The progress and wellbeing of the people and country depend heavily on education, but it faces many obstacles, particularly in early childhood education (ECE) and Primary education.

Early Childhood Education

Early childhood education (ECE) is the first phase of formal education for children aged 3 to 5. It attempts to prepare children for primary school by providing the foundation for their cognitive, social, emotional, and physical development. ECE in Laos, however, has low enrollment and completion rates, particularly for kids in isolated and underprivileged communities who frequently do not speak Lao, the official language of instruction.

According to the most recent Ministry of Education and Sports (MoES) data, just 44.6% of children aged 3 to 5 years old were enrolled in ECE programs in 2019-2020, with only 37.4% completing them. Children from ethnic minority groups had lower enrollment and completion rates (32.8% and 26.7%, respectively), as did children from rural areas (40.8% and 33.8%, respectively) and poor households (36.9% and 30.1%, respectively).

One of the primary reasons for inadequate access to ECE is a shortage of ECE facilities and skilled teachers in distant and underprivileged communities. In 2017, just 28% of communities had an ECE centre, and only 18% of ECE teachers had received formal training, according to a UNICEF report. Furthermore, many ECE centres lacked basic infrastructure, such as water, sanitation, hygiene facilities, teaching-learning materials, and child-friendly surroundings.

Another factor contributing to inadequate access to ECE is a lack of understanding and demand among parents and caregivers, who frequently do not comprehend the benefits of ECE for their children’s development and learning outcomes. Many parents struggle to send their children to ECE centres owing to distance, cost, language problems, cultural norms, or household obligations.

To address these issues, UNICEF and other development partners are collaborating with MoES to broaden the Community-Based School Readiness Programme (CBSR) into rural areas not Lao-speaking and other educationally underprivileged communities. The CBSR program gives children access to high-quality ECE opportunities through community-based learning centres or at home, with the help of qualified facilitators and volunteers. As part of its parenting education component, the program teaches parents and other caregivers how to support their children’s learning and development at home.

Furthermore, UNICEF and other development partners are assisting the MoES in improving the pre-primary curriculum and ECE quality standards and developing and implementing a national ECE costed action plan. The goal is to provide all children with access to high-quality early childhood education programs aligned with the national curriculum framework and fulfilling minimal quality criteria. The action plan also includes methods for increasing the quantity and quality of early childhood educators and school principals and providing enough teaching-learning materials.

Primary Education

The second level of formal education, primary school, is for children between 6 and 10 years old. Its goal is to equip children with fundamental reading, numeracy, science, social studies, arts, physical education, and life skills. Laos’ primary education system, however, is inefficient and of low quality, contributing to high rates of repeat and dropout and subpar academic results for children.

According to the most recent MoES data, just 84.5% of children aged 6 to 10 were enrolled in primary school in 2019-2020, with only 76.9% completing it. The enrollment and completion rates were lower for girls (83.1% and 75.4%, respectively), for ethnic minority groups (77.9% and 69%, respectively), for rural areas (82.5% and 74.4%, respectively), and for poor households (79.1% and 70.7%, respectively).

One of the key reasons for the low quality and efficiency of primary education is that many children, particularly those from distant and underprivileged communities, have limited access to quality ECE programs. This has an impact on their preparation for primary education since they frequently lack the required language, cognitive, social, and emotional skills. As a result, many students fail to meet the curriculum’s expectations, repeat grades, or drop out of school.

Another cause of primary education’s low quality and efficiency is teachers’ and principals’ limited capacity and skills and a lack of pedagogical support and teaching-learning materials. In 2017, only 54% of primary teachers had received formal training, according to a UNICEF assessment. In addition, many teachers had to deal with issues including high class numbers, teaching multiple grades at once, a variety of languages, poor motivation, low pay, and little supervision.

A third reason for the low quality and efficiency of primary education is the low learning outcomes of students in literacy and numeracy skills. According to the most recent findings of the Southeast Asia Primary Learning Metrics (SEA-PLM) assessment, which was done in 2019 among Grade 5 pupils in six Southeast Asian nations (Cambodia, Lao PDR, Malaysia, Myanmar, Philippines, and Vietnam), Laos placed lowest in both reading and maths. Only 18% of Laotian students met the minimal reading proficiency level, and only 12% met the necessary mathematics competence level. These findings suggest that many Laotian kids are not acquiring the necessary knowledge and abilities for future schooling and life.

In order to overcome these difficulties, the MoES is collaborating with UNICEF and other development partners to strengthen the primary curriculum and provide Pedagogical Advisors and teacher training. The goal is to improve the quality and relevance of the curriculum and increase teachers’ and administrators’ capacity and abilities in child-centred pedagogies, assessment, and school management. The Pedagogical Advisors are certified teachers who regularly coach and advise other teachers in their schools and districts.

Furthermore, UNICEF and other development partners are assisting the Ministry of Education in promoting safe and enjoyable learning settings, including adequate water, sanitation, and hygiene facilities. The objective is to guarantee that every child can access well-maintained, kid-friendly schools that promote their health, hygiene, and general wellbeing. Activities to raise awareness and prevent violence, bullying, and discrimination in schools are also part of the curriculum.

UNICEF and other development partners also assist the MoES in gathering, analyzing, and utilizing data for evidence-based decision-making and policy formation. The objective is to strengthen the planning and monitoring procedures for the education sector as well as to increase the accessibility, usefulness, and quality of educational data at all levels of the educational system. The program also involves assistance in performing national exams, such as SEA-PLM, to assess students’ learning results.

Additionally, the World Bank and the Global Partnership for Education are investing in primary school performance through a $46.9 million project jointly funded by them. By enhancing teacher quality, school infrastructure, learning materials, school grants, student assessments, and information systems, the project intends to improve learning outcomes for almost 450,000 children in Laos.

Conclusion

Education is a fundamental human right and a significant factor in individuals’ and nations’ growth and prosperity. However, education in Laos confronts numerous obstacles, particularly in ECE and primary education, which affect access, quality, and efficiency. To achieve quality education for all children in Laos, the government, development partners, civil society, and communities must move quickly and in concert.

References
  • “Education.” UNICEF Lao People’s Democratic Republic, www.unicef.org/laos/education.
  • “New Project to Improve Primary Education in Lao PDR.” World Bank, 19 Mar. 2021, www.worldbank.org/en/news/press-release/2021/03/17/new-project-to-improve-primary-education-in-lao-pdr.
  • “SEA-PLM 2019 Main Regional Report.” UNICEF East Asia and Pacific, 1 Dec. 2020, www.unicef.org/eap/reports/sea-plm-2019-main-regional-report.
  • Kamiya, Yusuke, and Marika Nomura. “Evaluating the Impact of Early Childhood Education on Child Development in Lao PDR.” International Journal of Early Years Education, vol. 31, no. 1, Routledge, Aug. 2022, pp. 10–30. https://doi.org/10.1080/09669760.2022.2107489.
  • World Bank Group. “Maintaining Economic Stability in Lao PDR.” World Bank, 15 Aug. 2019, www.worldbank.org/en/country/lao/publication/maintaining-economic-stability-in-lao-pdr.

Cover Image “Happy children in a primary school in Lao PDR” by GPE/Stephan Bachenheimer via Flickr

Education Monitor: Around The Globe between the 16th and 31st of January, 2024

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 16th and 31st of January, 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-January-16th-till-January-31st-2024-Edition

To Download it as PDF: Follow this link.

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

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

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

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

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

Challenges Facing the Education System in Senegal

Written by Ruth Lakcia

Education is a fundamental right for all humans around the globe. Regardless of one’s economic or social status,  they should be able to have access to Education. Even though this seems obvious and like common knowledge, it is not the reality for many Senegalese.

Senegal’s history of investing in education and engaging stakeholders in sector dialogue marks the government’s commitment to building a strong education system. Based on the 2019 PASEC assessment, many Senegalese students acquire basic competencies by the end of primary education, but 25% lack minimum proficiency in reading and 35% in math. Significant socioeconomic, rural-urban and regional disparities call for a more equitable and inclusive education system. While minimal learning differences are observed among girls and boys at the primary level, gender disparities emerge in secondary education, with more girls dropping out of school than boys.

Lack of enough qualified teachers

The education system in Senegal faces many challenges, such as a lack of qualified teachers, inadequate equipment and infrastructure, low-quality teaching and assessment, social inequalities and regional disparities. The government is trying to reform and modernise the education sector through various programs and partnerships with international organisations such as UNESCO or UNICEF.

Household poverty in Senegal still has work to do, with only a little over. Educational marginalisation has become a burning issue in Senegal, one of the poorest countries on the planet. About 34% of people in Senegal live on less than US $ 1.25 per day, with an average per capita income of $121 per month (Ibrahima, 2014). The results of the Harmonized Survey on Household Living Conditions (2018/2019) show that the incidence of individual poverty in Senegal is 37.8%. The country is still lagging behind in education. A large part of the population does not have easy access to education and remains marginalised from formal education, with an enrollment rate of 86.4% (ANSD, 2020). Many factors contribute to the exclusion of many young people from the education system, including gender and ICT. Furthermore, languages, particularly the English language, play a role in educational marginalisation in Senegal. What comes next is a brief introduction to the roles of gender, ICT and English in promoting or reducing educational marginalisation in Senegal. 17% gross preschool enrollment rate, but more importantly, dramatically improving quality.

Repetition and dropout in primary school

The overall financial cost of repetition and dropout in Senegal is on an upward trend due to a higher rate of both repetition and dropout. Over the 2012-2015 period, repetition and dropouts represented 13.72% of the expenses incurred by the government. This phenomenon can be explained by several factors, one of which is limited access to quality preschool education.  Senegal still has work to do, with only a little over 17% gross preschool enrollment rate, but more importantly, it needs to improve the quality of education. 

Impact of Covid-19

The pandemic caused by the SARS Covid-19 came to monitor investments made not only in the health sector but also in education and, above all, in the higher education subsystem. The pandemic led governments to close university campuses and suspend face-to-face classes for a considerable period to prevent the virus contamination from spreading. Some countries with the distance learning modality in their school curricula were forced to make it a strategy, intensifying them with the aim of reducing the pedagogical damage that was felt due to the COVID-19 pandemic.In Senegal, the COVID-19 pandemic and national school closures temporarily disrupted the education of 3.5 million learners and the 1.5 million children already out of school, and the dropout rate doubled.

Gender inequality in school

Despite the existence of government programmes- like free public school education until age 16 and the Girls’ Education Support Project, which provides school uniforms- the cost of schooling is still an obstacle for many families. They have to pay for learning materials and transport to school.

We also found a preference to educate boys over girls. In households with limited finances, boys are more likely to be sent to school even if girls would like to go.

Deep-seated cultural beliefs and practices – such as female genital mutilation, forced child marriages and early pregnancies – also prevent some girls from making progress in school. They, therefore, lag in education and wellbeing.

Conclusion

In conclusion, Senegal’s government, therefore, is responsible for extending better social services in schools and hospitals to facilitate development in those areas and hence improve people’s living standards and education for poor kids.

As the government seeks to alleviate the effects of the lockdown brought about by the COVID-19 pandemic, emphasis should be placed on ensuring that systems that are supposed to protect girls and women from child marriages are not compromised. The WASH program has provided 1,884 students access to hygiene and sanitation facilities in 26 schools, of which four were equipped with a menstrual hygiene management system. 1,776 students in 12 schools benefited from the availability of drinking water, which has reduced wash problems in Senegal and their schools.

References

Cover Image by Victor Rutka on Unsplash

The impact of arms transfers on human rights

Written by Faith Galgalo and Maria Samantha Orozco

This report is a Submission to the Office of the High Commissioner for Human Rights.

Image by Robert Couse-Baker on PxHere.

For the comprehensive evaluation of the situation on practices of states regarding access to information on arms transfer, “Broken Chalk” has laid down seven points of focus on the questions presented for this call that focus on concrete examples carried out by countries of the mentioned regions.

I. The impact of arms transfers, including the diversion of arms and unregulated or illicit arms transfer on the enjoyment of Human Rights: Related to the implications of arms transfer and specific examples of its effects on Africa and Latin America.

II. Access to information: A key to preventing violations of human rights derived from licit or illicit arms transfer in the Global South

III. Laws on access to information, country example: Regulations in Guatemala related to arms transfer, restriction and availability of information

IV. State Proactive Disclosure Practices and the situation in which the tracing is available: Examples of a state with proactive disclosure of information related to arms regulation and analysis of its limitations.

V. Obligations related to access to information or transparency apply to private business entities, wholly or partially State-owned enterprises, including those carrying out arms transfers: The establishment of good practices by private entities and obligations related to arms transfer to minimise harmful effects on human rights.

VI. Right of access to information on arms transfers of parties to legal proceedings possible exceptions related to the admission of evidence: Examples of countries with limits on access to information regarding evidential purposes.

VII. Transboundary nature of arms transfers affects or can affect the enjoyment of the right of access to information in preventing, mitigating and responding to the negative impact on human rights relating to such transfers: The limits and scope of protection of access to information about arms transfer regarding the applicability of different regulations, and protection laws.

You can download the full report in this link.

11A_The_impact_of_arms_transfers_on_human_rights

Appointment of Gabriel Attal as Head of the French Government: the upcoming “Civic Rearmament” of Education

Elisabeth Borne handed over her office to Gabriel Attal at an official ceremony in Paris © Ludovic MARIN / POOL/AFP

By Camille BOBLET-LEDOYEN

ON 9th of January 2024, Gabriel Attal took over from the resigned Prime Minister Elisabeth Borne, becoming the youngest Prime Minister in modern French political history at the age of 34. His political journey includes roles such as Secretary of State for the Minister of National Education and Youth, Government Spokesperson, Minister Delegate for Public Accounts, and Minister of National Education and Youth. Known for his steadfast loyalty to President Emmanuel Macron, Attal’s ascent began during Macron’s first presidential campaign in 2017. Prior to his government position, he served as the spokesperson for the presidential party ‘La République en Marche’ from 2016 to 2018. Despite this, Attal’s background as a technocrat reveals a departure from France’s previous educational policies.


In his inaugural speech, Attal emphasized the pivotal role of education in his governance: “I bring the cause of education with me here to Matignon (the seat of the French government). I reaffirm education as the cornerstone of our priorities, committing to provide all necessary means for its success as Prime Minister.” In France, government actions closely align with the President’s directives, and Macron’s New Year wishes had hinted at a 2024 educational policy focused on restoring student levels, teacher authority, and the strength of secular and republican teaching. Macron called for a “civic rearmament” (réarmement civique) emphasizing the importance of France’s culture, History, language, and universal values from an early age. This sets the stage for a new educational policy led by Gabriel Attal, marked by a conservative and reactionary approach, departing from the tradition of intellectual emancipation.


Education holds a central place in French politics, reflected in its substantial budget allocation. The significance given to education is tied to the construction of French republican identity. While historically, French teachers held influential positions, Attal’s vision shifts towards a didactic model, prioritizing basic skills over intellectual emancipation. His appointment signifies a conservative and reactionary offensive, aiming to instill notions of order and authority in a perceived insolent and uncultured youth. The crisis in the French education system, driven by budgetary constraints and a shortage of resources, is met with a call for order, discipline, and a quasi-military approach.


In France, the issue of education and national education is a central political question, making it one of the most significant and powerful non-sovereign ministries due to the budget allocated to educational policies. The importance given to education in the country is closely linked to the construction of French republican identity. French teachers historically held influential positions in the cities where they taught. The school is seen as a place of intellectual emancipation, where the valeurs de la République (literally the “values of the Republic”) are learned, and citizenship and secularism are taught. The modern French Nation-State has historically centered around the school, with the teacher playing a crucial role in shaping the republican French identity. By the end of the 19th century, when education in France became widespread, free, and mandatory, teachers were officially tasked with promoting intellectual emancipation and instilling values aligned with the republican regime. The principles of liberty, equality, and fraternity were made possible through national education and the efforts of teachers. The appointment of Gabriel Attal, a young technocrat in his thirties who has previously held significant positions in the Ministry of National Education, symbolizes much for Emmanuel Macron. This nomination reveals the president’s intent to reshape the history of education in France and discipline French schoolchildren. Macron aims to replace the values of freedom (of speech, thought), equality (the right to emancipation), and fraternity (collective work) with notions of order and discipline based solely on individual merit. This reflects the belief that not all individuals are entitled to the same level of emancipation. The new government aims not to encourage intellectual emancipation but rather the learning of basic skills (i.e., reading, writing, counting, respecting others); a school of order and respect rather than a school that teaches critical thinking.


Therefore, Gabriel Attal’s appointment as the Head of the Government represents a conservative and reactionary offensive, aiming to instill notions of order and authority in a youth perceived as insolent, uncultured, and incapable. The crisis facing the French school system is a reality due to budgetary constraints, lack of infrastructure, and a shortage of teaching staff. However, the new government responds to this crisis with calls for order, blind obedience, and strict, almost military, discipline. Gabriel Attal advocates a reactionary vision of society, where youth should be tamed rather than emancipated. Independent thinking is considered dangerous by a reactionary power. As Secretary of State for the Minister of National Education and Youth, he supported the militarization of youth with the creation of the Universal National Service, reminiscent of both scouting and military service. The Universal National Service he championed ended up combining the least appealing elements of scouting and military service for schoolchildren: arbitrary discipline, flag-raising rituals, and cross-country running in the woods. As Minister of National Education and Youth, he prohibited the wearing of abbayas and qamis in educational institutions. He used the argument of secularism (in France, schools must be secular, and the wearing of conspicuous religious symbols is prohibited) to deliberately and disproportionately target female Muslim students. He gained attention for emphasizing announcements, such as solemnly announcing the reinstatement of mathematics courses in high schools, even though it was his predecessor, whom he had advised, who had removed them. When the 2022 PISA rankings were released, he praised the so-called “Singaporean” learning method and aimed to extend it to all educational institutions in France, despite its existing presence. This pedagogical approach, based on the “Concrete-Imaginary-Abstract” method, is not unfamiliar to French teachers. However, its widespread implementation requires substantial financial resources and, more importantly, significantly higher teacher training than is currently provided. As a minister, Attal only implemented the promotion of textbooks favoring the “concrete-imaginary-abstract” method and lowered the entry level for teaching exams to a bachelor’s degree instead of a master’s degree. While he was minister, teacher job cuts persisted, and on average, it takes 27.6 days to fill a teaching position out of the 3,100 vacancies – a timeframe unseen since the early 2000s. Nevertheless, Minister Attal persisted in grandstanding, advocating for a “shock of knowledge” (chocs des savoirs) and asserting that all absent teachers would be systematically replaced. Attal’s announcements were mere rhetoric, and no concrete measures were ultimately implemented to genuinely improve the performance of French students. The most noteworthy and concerning aspect is the establishment of academic-level-based working groups at the secondary school level. Initiating work groups based on academic levels not only reinforces but also worsens school segregation. Sorting students into groups according to their academic performance essentially means sidelining those who are less academically proficient. Although this reform has been announced but not yet put into practice, with Gabriel Attal now serving as Prime Minister, the implementation of school segregation seems inevitable.


Attal’s background, hailing from an affluent segment of French society, attending a private school, and lacking direct experience in public schools, raises questions about his suitability for leading educational policy. Attal comes from one of the wealthiest segments of the French population, growing up in the upscale 6th arrondissement of Paris, in an affluent family of notables, becoming a millionaire at the age of twenty upon his father’s death. Attal attended the highly selective Ecole Alsacienne, a private school where he completed his entire education. He served as Secretary to the Minister of National Education and Youth and later as Minister of National Education without ever setting foot in a public school. Now, as the head of the government, he prioritizes education. While receiving a private education does not preclude one from working at the Ministry of Public Education, never having shown interest in the subject before and lacking any competence in educational policy is undeniably a handicap, if not a problem. Attal has never truly worked; he only completed a six-month internship at the prestigious Villa Médicis – the French School of Rome – after earning a lackluster master’s degree through remedial exams before joining ministerial cabinets and Macron’s campaign. He is primarily a technocrat without talent, except for his innate and real abilities to court the powerful. Macron’s priority was to replace his Prime Minister with a shallow and unremarkable technocrat, essentially someone who would not overshadow him. Attal is infinitely loyal to President Macron; to whom he owes his entire political career.


As the youngest Prime Minister in contemporary French history, Gabriel Attal’s appointment strengthens Macron’s influence on the government. Macron’s authoritarian approach aims to accelerate a “civic rearmament”, reinforcing discipline and order in schools. Attal’s role as Prime Minister signals a continuation of his superficial measures and an educational policy that leans towards a more conservative and authoritarian direction. The France envisioned by Macron and shaped by Attal prioritizes a workforce of educated yet docile individuals, rather than fostering intellectual emancipation. Attal’s goals are to shape disciplined workers, not strikers; precarious workers, not emancipated ones. To shape a class that remains docile.

 

Education Monitor: Around The Globe between the 16th and 30th of September, 2023

Broken Chalk proudly presents the 13th edition of “Education Monitor: Around the Globe” between the 16th and 30th of September, 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.

To Download it as pdf : Education Monitor: Around The Globe between 16th and 30th of September, 2023

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.

Brunei’s Education: Tradition Meets Transformation

Written by Leyang Fu

Brunei’s Education System

Brunei Darussalam is a nation nestled on the island of Borneo in Southeast Asia, neighboring Malaysian Borneo states of Sabah and Sarawak and Indonesian Kalimantan. With one of the highest per capita incomes in Asia and nearly all Millennium Development Goals achieved, Brunei’s education system has been on a path of continuous reform and growth. It provides free education to children in primary and secondary levels and the gross enrollment in the respective level has reached 100.1 and 92.1 in 2019 according to World Bank statistics. The 97% adult literacy rate of both sexes is also a remarkable success for national education. Reflecting its Islamic heritage and monarchy, Brunei emphasizes faith and loyalty to the Sultan. Yet, British influences persist, shaping curricula and structures. Over the past three decades, the country has implemented significant educational changes, from bilingual education to emphasizing noble moral values in the curriculum and introducing a national curriculum for the 21st century.

Despite the enviable prosperity and educational standards, Brunei still faces educational challenges in different aspects, including gender bias in the teaching profession, skill-education mismatches, low tertiary enrolment, and teacher shortages.

General Strategy: Sustainable Education in Brunei

Launched in 2007, Wawasan (or Brunei Vision) 2035 represents the country’s commitment to economic diversification and the development of an educated, highly skilled populace. The first goal of this vision is to create a nation of accomplished people, emphasizing the importance of achieving a first-class education and providing equal educational opportunities for all. Approved by the Ministry of Education in 2009, the Sistem Pendidikan Negara Abad ke-21 (SPN21) has ushered in significant changes in Brunei’s education system. It sets out three important facets: education structure, curriculum and assessment, and technical education. It also includes the goal of achieving equality in educational fields and improving the inclusion of disadvantaged and at-risk learners. This system aims to modernize education in the country, aligning it with the demands of the 21st century.

Multifold Challenges Faced by Brunei

Imagine this: You’ve spent years diligently studying, striving for excellence, only to find yourself in a job market where your qualifications don’t quite fit the bill. This is the harsh reality facing many Bruneian citizens. According to the CSPS Brunei Economic Outlook 2021 publication, the incongruity between skills and qualifications has emerged as a critical issue, profoundly affecting the employability of Bruneians in the private sector. It exists among the low-skilled as well as among graduate work entrants. (Rizzo, 2015) The Sultanate grapples with the gap between the skills people acquired through education and the skills required by the job market. The statistics paint a grim picture: an unemployment rate hovering at 9.3% in 2017, with the burden falling heavily on the shoulders of the nation’s youth, where a staggering 25.3% find themselves without work. But 2022 has seen improvement with the unemployment rate dropped to 5.2%, despite slightly higher than the 4.9% of 2021.

The irony lies in the fact that Brunei boasts a relatively high rate of tertiary-educated individuals but falls short in providing the high-skilled job opportunities that these graduates aspire to. In an effort to combat high unemployment rates, Brunei initiated the i-Ready paid apprenticeship program. Registered with the JobCentre Brunei, unemployed graduates would be exposed to potential employers in public and private sectors. For a maximum period of three years, the apprentice would receive a monthly allowance of $800 (BND) from the Brunei government, while working for the companies. In other words, the government subsidizes the apprentice to gain working experiences for future career. It sounds like a sweet idea, what could go wrong? A commonly found problem is that the payment barely covers the basic needs of survival, as single person monthly estimated costs in Brunei are $1,000 (BND) without rent. With the poor salary and absent benefits, the apprentices still find themselves expected to fulfill the workload of a contracted employee. The reality that some companies are reluctant to provide a permanent spot for the apprentices only worsens the situation. A ‘hiring freeze’ is noticed since the i-Ready program rolled out, and the abusing of under-paid human resources are no longer news to Bruneians. I-Ready apprentices questioned that if they are being exploited after investing all those years and energy in obtaining tertiary degrees. Overall, it should be acknowledged that i-Ready program is far from an anecdote for addressing the current unemployment issues. More vigilant monitoring is required in place to improve the situation.

In a bigger picture, while Brunei has made strides, the road to tertiary education is still less traveled. With a tertiary enrolment rate of just 31.99 percent, Brunei falls below the global average. For comparison, the world average in 2020 based on 113 countries is 51.98 percent. But there is hope on the horizon. Recent years have witnessed a modest increase in tertiary enrolment. In addition to the low enrolment, scholars pointed out that the gender disparity in academic achievement exist, as females far outperform their male counterparts in those subjects key to admission criteria, provided the fair opportunity to tertiary education. Another persistent issue in Brunei’s education system is the shortage of teachers. Various reports have highlighted shortages in different subjects and specializations, including English, art, pre-school, and special education. The Special Education Unit struggles to accommodate the annual increase in the number of students, adding to the challenge faced by teachers. To address teacher shortages, Brunei has implemented measures such as the School Leadership Programme (SLP) and the Teacher Service Scheme to enhance the prestige of the teaching profession. However, ongoing efforts are needed to attract and retain educators, especially those in specialized fields like special education. The Ministry of Education defines inclusive education as ‘giving all children and students, including those with special needs, an opportunity to learn alongside their peers under the same teaching and learning conditions’. It is required that appropriate individualized education being rendered to those students with special needs, including but not limited to physical, mental, behavioral aspects.

A report submitted by Brunei to UNESCO in 2014 revealed a significant gender bias in the teaching profession. While there were more women school leaders and teachers in early childhood, primary, and secondary education, fewer women occupied teaching roles at higher levels, such as Technical and Vocational Education (TVE). As shown in an OECD brief about the imbalanced gender ratio in education, it is not uncommon that female teachers are under-represented at tertiary level among OECD countries. The skewed gender ratios in different level of education indicates not only the persisting gender stereotypes that women are caregivers of children, but also the difference in accessibility of professional education for men and women. Addressing this disparity is crucial for promoting gender equality in education. Regardless of educational levels, teaching professionals overall earn lower wages than other professionals in Brunei, as one article of International Labour Organization revealed this worldwide phenomenon. (ILO, 2023) In one salary guide published by Brunei government in 2023, in the similar level of career, teacher wages are comparable only with hospitality, culinary, retail and cleaning services. Despite teaching career has much room for progression, it nevertheless is eclipsed by civil works, fiance and logistics.

Conclusion

Brunei’s journey towards educational excellence is commendable, with significant achievements in literacy, enrolment rates, and curriculum reforms. However, challenges persist, ranging from gender bias in the teaching profession to skill-education mismatches, low tertiary enrolment, and teacher shortages. The implementation of inclusive education in Brunei is also a barrier to achieve equality.

To navigate these challenges successfully, Brunei must continue its commitment to the goals outlined in Brunei Vision 2035 and SPN21. By investing in relevant education, fostering creativity and entrepreneurship, and addressing teacher shortages, the nation can bridge the gap between its youth’s expectations and the employment opportunities available. With strategic planning, policy reforms, and dedication to quality education, Brunei can ensure that its citizens are not only well-educated but also equipped with the skills and knowledge needed to thrive in the rapidly changing global landscape. The future of Brunei’s education system holds the promise of even greater accomplishments, aligning with the nation’s vision for 2035 and beyond.

References
  • Hiew, Wendy & Tibok, Rose Patsy. (2019). Higher Education Institutions and Systems, Brunei Darussalam. 10.1007/978-94-017-9553-1_584-1.
  • International Labour Organization (ILO). (2023, October 5). Quality education for all? We need (more) teachers! [https://ilostat.ilo.org/quality-education-for-all-we-need-more-teachers/]
  • Manpower Planning & Employment Council (MPEC). (2023). SALARY GUIDELINE. [https://www.mpec.gov.bn/Lists/EmployeePoliciesAndGuidelines/Attachments/8/Salary%20Guideline%20-%202023%20Edition.pdf]
  • Metussin, H. (2017). Gender gap in academic achievement in Brunei tertiary education: Qualitative perspective. European Journal of Social Sciences, 9(2), 28–41.
  • Neue. (2018). I-Ready: Is It Ready? [https://whatsneue.online/2018/09/19/i-ready-is-it-ready/]
  • OECD. (2022). Why is the gender ratio of teachers imbalanced? [https://www.oecd.org/publications/why-is-the-gender-ratio-of-teachers-imbalanced-8fea2729-en.htm]
  • Rizzo, G. (2015). Unemployment Issues among University Graduates in Brunei Darussalam. CSPS Working Paper.
  • The Global Economy. (n.d.). Tertiary school enrollment. [https://www.theglobaleconomy.com/rankings/Tertiary_school_enrollment/]
  • The Scoop. (2020, March 11). Govt probes alleged exploitation of i-Ready trainees. [https://thescoop.co/2020/03/11/govt-probes-alleged-exploitation-of-i-ready-trainees/]
  • World Bank. (2022). Brunei unemployment rate. [https://www.ceicdata.com/en/indicator/brunei/unemployment-rate]

Cover Image by Amri HMS via Flickr

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

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 1st and 15th of January, 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-January-1st-till-January-15th-Edition

To Download it as PDF: Follow this link.

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

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

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

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

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