Press Release: #Act4RightsNow! Broken Chalk calls on everybody to stand up for educational rights and human rights education all over the world

December 10, 2023

Human Rights Day

Article 1 of the Universal Declaration of Human Rights states: “All humans are born free and equal”. This December 10th, we celebrate the 75th anniversary of the Universal Declaration of Human Rights (UDHR) as a milestone for universally protected freedom, equality, and justice. The document implies 30 rights and freedoms guaranteed to every human being regardless of nationality, gender, origin, religion, language, political or other status.

After the Second World War, countries from all regions and diverse cultural and political contexts came together and recognised these fundamental human rights for the first time in history in December 1948, 75 years ago. Even though the declaration is not binding, it depicts the basis for international human rights law, and many countries enshrined its meanings into their national constitutions. The Universal Declaration of Human Rights has been translated into more than 500 languages, making it the most translated document in the world. Together, this reflects its importance for every one of us.

In times of political rupture, Broken Chalk calls for the protection of fundamental and universal Human Rights. Political actors must stand together in the fight for justice, equality, and dignity of the people in this world.

Regrettably, as we observe this significant day, the shadows of colonisation and exploitation persist, particularly impacting populations in the Global South. In this regard, Broken Chalk extends our solidarity to the oppressed and reaffirms the importance of eliminating all forms of human rights violations or restrictions. The struggles against the alarming violations happening around the globe, notably in Palestine, Sudan, Congo, and where people are fighting for their rights, remind us that collective efforts are key to addressing these issues. As the famous saying goes, no one is free until everyone is free. The right to education will only be secured and accessible for everyone if the fundamental rights can be enjoyed.

For this reason, Broken Chalk keeps working in the area of advocacy and lobbying on behalf of educational victims, preparing reports to raise awareness of unseen human rights violations. Throughout this year, Broken Chalk has diligently released articles on educational challenges in different countries, submitted reports to echo the calls of the United Nations for input, and drafted press releases for human rights-related commemorations. We also maintain active relationships with international organisations sharing similar mandates and causes, thereby contributing to a broader advocacy network. On this special day, we celebrate our ongoing commitment to this cause and pay tribute to all human rights defenders who work under threats, censorship, and distress. They deserve the utmost respect and acknowledgement.

Nevertheless, human rights action is not only the responsibility of political actors and human rights defenders. As the fight for human rights never ends, Broken Chalk encourages everybody to stand up for their human rights and the rights of others. We strongly call for action in your daily life, including at the workplace and school.

Building on the achievements of these 75 years since the Universal Declaration of Human Rights (UDHR), while recognising the urgent need to address human rights violations still perpetrated around the world, we raise our voice to call upon all humanity to incessantly commit to human rights protection in all fields, especially education.

We consider an informed human rights action to be powerfully effective. In this respect, education plays a fundamental and transformative role for the present and next generations. Using human rights education, a spirit of respect for human dignity takes root both in the personal development of everybody and in social common understanding. As more investments are necessary to ensure the right to quality education for all, so must we invest in shared values and beliefs that safeguard us throughout life.

As the fourth phase of the World Programme for Human Rights Education unfolds, Broken Chalk advocates for compulsory human rights education in school curricula worldwide, in line with Target 7 of SDG 4. We believe that increasing knowledge about human rights is the launching pad to a brighter future where we can fully enjoy our rights.

Broken Chalk announces it to the public with due respect.

Signed,

Broken Chalk

Written by Eliana Riggi, Leyang Fu, & Luzi Maj Leonhardt.

Press Release: Broken Chalk Highlights Global Genocide Victims on the International Day of Commemoration and Dignity of the Victims of the Crime of Genocide and of the Prevention of this Crime

International Day of Commemoration and Dignity of the Victims of the Crime of Genocide and of the Prevention of this Crime

As the world commemorates the International Day of the Victims of Genocide on December 9, we solemnly reflect on the profound impact of genocide on countless individuals and communities. This day serves as a poignant reminder of the need for global solidarity and action to prevent such atrocities and to support the survivors in their journey towards healing and justice. We recognize the impact and stand with the victims of the genocide committed during the Second World War, the Holocaust. Given the relevance of more recent events and the contemporary era, there are other situations that warrant acknowledgement.

Remembering the Victims:

Cambodian genocide (1975)

  • In 1975, the leaders of the Khmer Rouge achieved power, and although it only lasted for 4 years, its impact persists to this day. This regime caused over 2 million deaths, some of them from execution and others reminiscent of the Holocaust, from diseases that originated from being held at concentration camps. Even defined as an “auto-genocide”, the leaders of the regime would target anybody who would oppose their ideas for Cambodia without making further distinctions. Ultimately, the gravity of the situation is reflected in the fact that, during this short time, Cambodia’s population decreased between 21% and 24%, eliminating generations of Cambodian families still trying to rebuild their country.

Rwandan Genocide (1994):

  • In 1994, the Rwandan Genocide left an indelible mark on the lives of the victims, primarily the Tutsi ethnic group. Families were torn apart, and individuals faced unimaginable violence, including mass killings, sexual assault, and torture. The aftermath created a complex web of social and economic challenges, with many survivors continuing to grapple with psychological and emotional scars.

Bosnian Genocide (1995)

  • The Srebrenica massacre opened a wound still latent to this day due to the implications of this event. In the 90s, the United Nations was heavily involved in peacekeeping operations in the former Yugoslavia, and Srebrenica was the first ever UN-declared safe area. This did not prevent the Army of the Republika Srpska from killing over 8000 Bosniak Muslim men and boys, which was declared the worst atrocity on European soil since the Holocaust.

Darfur Genocide (2003–2008):

  • The Darfur Genocide in Sudan targeted non-Arab ethnic groups, resulting in mass displacement and widespread atrocities, including sexual violence and killings. The humanitarian crisis left victims facing severe food and medical shortages, exacerbating their suffering. The impact on survivors includes psychological trauma, loss of livelihoods, and challenges in rebuilding their lives.

Sinjar massacre (2014)

  • The Yazidi is an Iraqi ethnic and religious minority who, in 2014, was the victim of a genocidal campaign from Daesh/ISIL as part of their 2014 Northern Iraq offensive. The purpose was to displace the Yazidis from strategic territories and to replace this population with people who showed more obedience to their regime. Over 50.000 Yazidis fled to the Sinjar mountains, where they were subjects of a siege until they were liberated due to the involvement of the international community. Significant progress has been made, and many Yazidis have been able to return to their land and their homes, but there is still much more to do to return to how they were before and to ensure their safety.

Myanmar (Rohingya Crisis):

  • The Rohingya crisis in Myanmar, particularly in 2017, resulted in widespread atrocities against the Rohingya Muslim minority. Victims faced indiscriminate killings, sexual violence, and the burning of villages. The crisis led to the displacement of hundreds of thousands of Rohingya, including children, who endured harrowing journeys to escape the violence. Families were separated, and individuals now live in overcrowded and inadequate conditions in refugee camps, struggling with the trauma of their experiences.

Uyghur Genocide in China:

  • The Uyghur Genocide in Xinjiang has profoundly affected the Uyghur Muslim minority. Reports suggest mass arbitrary detentions, forced labour, and attempts to erase Uyghur cultural and religious identity. Families have been separated, with individuals detained in camps facing harsh conditions. The psychological and emotional toll on Uyghur communities is immense, and the fear of persecution has led some individuals to seek refuge in other countries.

Our Commitment to Prevention:

The International Day of the Victims of Genocide underscores the urgent need to prevent future atrocities. Broken Chalk remains steadfast in advocating for human rights, justice, and accountability. We call on governments, civil society, and individuals to unite in the pursuit of a world where no one suffers the devastating consequences of genocide.

As we reflect on the past nine years, we celebrate the progress achieved while acknowledging the needs that continue to burden those affected.

Press Release Issued with Respect from Broken Chalk

Signed

Broken Chalk

Input for report on child and youth human rights defenders

Written by Caren Thomas, Ioana-Sorina Alexa and Luna Plet.

This report is a Submission to the Office of the High Commissioner for Human Rights on on child and youth human rights defenders in The Netherlands.

Image by Fridays for Future Nederland.

Have child and young human rights defenders played an active role in the civil society of your country?

Yes. There are many examples of such child and young human rights defender initiatives, including but not limited to the following:

The Dutch National Youth Council1 (Nationale Jeugdraad) focuses on educational rights and advocates for fair treatment, quality education, and equal opportunities. They also advocate for meaningful youth participation in sustainable development and climate change. The organisation has run its program for almost 20 years and is one of the most robust youth representations at a formal international level.

Youth Climate Movement2 (Jonge Klimaatbeweging – JKB) was the first youth organisation to negotiate for the Dutch Climate Agreement and even integrated elements of the Youth Climate Agenda into the Climate Agreement. Several JKB-initiated resolutions on climate regulation have been adopted in Parliament.

Youth for Human Rights in the Netherlands3 (Jongeren voor Mensenrechten Nederland) is part of the International Youth for Human Rights movement. They focus on education and awareness initiatives to promote understanding and respect for human rights among young people.

Youth for Climate the Netherlands4 organised a major climate strike in Utrecht in May 2023.

For the first time, youth representatives were invited to share their views regarding urgent challenges young people face during forming a new Dutch cabinet in spring 2021. They were organised as Coalition-Y and the Jongeren Denktank Corona crisis.

You can download the full report in this link.

Input_for_report_on_child_and_youth_human_rights_defenders

References

1 About NJR, NJR. https://www.njr.nl/en/about-njr/

2 Jonke Klimaat Wellbeing. https://www.jongeklimaatbeweging.nl/

3 What is youth for human rights?, Youth for Human Rights. https://nl.youthforhumanrights.org/

4 Youth for Climate NL, Youth for Climate. https://youthforclimate.nl/

Report on persons with albinism and the right to education

Written by Caren Thomas and Daphné Rein.

This report is a Submission to the Office of the High Commissioner for Human Rights on persons with albinism and the right to education in France.

Image by Babar Ali from Pixabay

Data on persons with albinism

Please provide statistics and information on persons with albinism in your country.

According to the Genesis NGO in France, there are 5,700 persons with albinism in France, including 4,500 persons with oculocutaneous albinism and 1,200 persons with ocular albinism1. 2% of the French population carries the gene, which means that 1,200,000 persons have the gene2. These numbers are from 2014 and are the only statistics and data available in France. Otherwise, there are no statistics from national sources.

Please provide any data on persons with albinism in the education sector, be it primary, secondary, or tertiary level.

As of yet, there is no data regarding persons with albinism in the education sectors in France. Genespoir has ascertained that 80 babies are born each year with albinism in France1. Therefore, we can deduce that each year, 80 persons join the education sector in France.

You can download the full report in this link.

5A_Report_on_persons_with_albinism_and_the_right_to_education

References

1 Genespoir. “L’albinisme : une maladie rare.” Dossier de Presse. October 2014. www.genespoir.org. p.4 <https://archive.wikiwix.com/cache/index2.php?url=http%3A%2F%2Fwww.genespoir.org%2Fdocuments%2FA01b_Documentation%2FDossier-Presse_2014.pdf%2Findex.html#federation=archive.wikiwix.com&tab=url >

2 Genespoir. “L’albinisme : une maladie rare.” Dossier de Presse. October 2014. www.genespoir.org. p.4

3 Genespoir. “L’albinisme : une maladie rare.” Dossier de Presse. October 2014. www.genespoir.org. p.4

Input for a report on promoting human rights and the Sustainable Development Goals through transparent, accountable and efficient public service delivery

Written by Caren Thomas, Olimpia Guidi and Sterre Merel Krijnen

This report is a Submission to the Office of the High Commissioner for Human Rights on the state of the issue for India, The Netherlands, New Zealand and Venezuela.

Image by free stock photos from www.picjumbo.com from Pixabay

What are the main challenges identified in your country/region about public service delivery?

India

The main challenges with regards to education as a public service delivery include marginalisation of communities, funding in schools, public-private partnership model, capacity within educational institutions, quality standards, student-teacher ratio and lack of infrastructure are commonly encountered.

The Netherlands

The first challenge is the teacher shortage, causing a practical barrier to the equal delivery of quality education. In the academic year of 2021-2022, primary education experienced a lack of 9.2%, specialised primary education a shortage of 15.6%, secondary education a deficit of 23.1% and specialised secondary education a need of 9.7%. Compared to the preceding year, the scarcity was exacerbated except for technical secondary education.1 The insufficiency has repercussions for learning opportunities through class disruptions, employment of inadequately qualified instructors, and discontinuing of certain subjects.2 This impacts students disparately: schools in larger cities with a more complex student population face higher shortages than the average percentage.3

New Zealand

The main challenges to education as a public service delivery include intercultural education, indigenous communities and its educational policies, child poverty, COVID-19 educational implications and challenges in disability education initiatives.

Venezuela

Venezuela’s enduring economic crisis has left an indelible mark on its educational system. Characterised by hyperinflation, currency devaluation, and a scarcity of resources, this crisis has taken a toll on schools. Beyond crumbling infrastructure, students often attend classes without desks or chairs due to severe funding shortages. The scarcity of textbooks, school supplies, and even necessities like paper and pencils has become the norm, significantly compromising the quality of education provided to the students.

You can download the full report in this link.

4A_Promoting_human_rights_and_the_Sustainable_Development_Goals

References

1 Van Aalst et al. (2023). De Staat van het Onderwijs. Onderwijsinspectie. 30-31. https://www.onderwijsinspectie.nl/binaries/onderwijsinspectie/documenten/rapporten/2023/05/10/rapport-de-staat-van-het-onderwijs-2023/Staat+van+het+Onderwijs+2023.pdf

2 Onderwijsraad. (2023). Schaarste schuurt. Onderwijsraad. 7. https://www.onderwijsraad.nl/publicaties/adviezen/2023/06/29/schaarste-schuurt

3 Van Aalst et al. (2023). De Staat van het Onderwijs. Onderwijsinspectie. 30. https://www.onderwijsinspectie.nl/binaries/onderwijsinspectie/documenten/rapporten/2023/05/10/rapport-de-staat-van-het-onderwijs-2023/Staat+van+het+Onderwijs+2023.pdf

Educational Challenges in Qatar

Written By Anna Moneta

Qatar’s history

Qatar, once a modest Gulf state, has undergone a remarkable transformation into a global economic powerhouse, largely attributed to the discovery and exploitation of oil reserves in the mid-20th century. The revelation of oil beneath Qatar’s arid desert sands in the early 1940s marked a pivotal moment, catapulting the nation into a dominant position in the global oil and natural gas markets. This economic ascent is intricately linked to Qatar’s historical ties as a British protectorate, formally established in 1868 with interactions dating back even earlier. [1]

The British, leveraging their extensive experience in oil resource management in the Gulf, played a crucial role by providing technical expertise and guidance for oil drilling and export infrastructure. This collaborative effort laid the foundation for Qatar’s thriving oil industry, enabling the nation to capitalize on its newfound resource wealth. However, the influence of British colonialism extended beyond economic realms, permeating into Qatar’s educational system. The British presence, which included military corps and colonial workers engaged in the oil industry, prompted the emergence of an educational system designed to cater to the children of both Qatari nationals and British colonial workers. This collaborative initiative led to the establishment of the Ministry of Education in 1956, shaping the trajectory of Qatar’s educational landscape. [1]

Today, Qatar stands among the world’s wealthiest nations, largely driven by its revenue from oil and natural gas. Nevertheless, the legacy of colonization raises pertinent questions about the enduring impact on the country’s educational framework. As we explore Qatar’s historical evolution and the complexities of its educational system, it is crucial to address contemporary concerns. The World Bank, in particular, underscores issues in early childhood development (ECD) outcomes in Qatar, shedding light on deficiencies in self-regulation skills and early literacy and numeracy skills among young children. [2] These concerns, despite economic progress, pose potential long-term consequences by impeding crucial brain development, adding a new layer of complexity to the narrative of Qatar’s historical and educational journey.

Qatar’s school system

Qatar’s educational landscape is characterized by a diverse system that includes both public, government-operated schools and privately-run institutions, each offering distinct curricula and languages of instruction. The prevalence of international curricula in many private schools has sparked discussions about the enduring influence of British colonialism on the nation’s education.

Government schools in Qatar are structured into three levels: primary school, serving students between the ages of 6 and 12; preparatory school, accommodating those aged 13 to 15; and secondary school, catering to students between the ages of 16 and 18. Additionally, for younger children, there is a range of options including nurseries for those aged 0 to 3, and kindergarten or preschool for children aged 3 to 5, providing flexibility based on individual needs. It is important to note that associated costs can vary significantly, typically ranging from QAR 15,000 to QAR 40,000.

In higher education, institutions in Qatar are classified as private, national, or branch campuses. The University of Qatar, established in 1973, stands as the oldest higher education institution in the country. Offering a diverse array of programs at both undergraduate and postgraduate levels, the university encompasses faculties of engineering, social sciences, education, Islamic studies, humanities, and sciences. The presence of these higher education institutions further enriches Qatar’s educational landscape, contributing to the nation’s academic and intellectual growth.

Issues arising from Qatar’s colonial history.

Postcolonial theorists, exemplified by scholars like Hickling-Hudson (2006), provide a critical lens through which to examine the lasting impact of colonialism on education systems in former colonies. One of their central arguments revolves around the deliberate under-resourcing of education by colonial powers as a means of perpetuating control and exploitation of local populations.

The British presence in Qatar necessitated the establishment of an educational system to cater to the children of both Qatari nationals and British colonial workers. This early system laid the groundwork for Qatar’s educational landscape. Thus, when the nation embarked on its journey of economic transformation fuelled by oil wealth, its educational foundations were influenced by its colonial past. [3]

The postcolonial argument put forth posits that colonial powers intentionally kept education under-resourced in their colonies. This tactic was not merely neglect rather; it was a calculated strategy to exploit local populations. In fact, by depriving colonized peoples of adequate education, colonial powers could maintain control and perpetuate socio-economic inequalities. [3] The 2015 OECD study, which ranked Qatar in the bottom 10 of its educational index, hints at the implications of such deliberate underinvestment.

The correlation between Qatar’s colonial history and its educational challenges becomes apparent when considering the consequences of insufficient educational resources. While Qatar has made remarkable advances in various sectors, including infrastructure and healthcare, its education system has faced persistent disparities in terms of quality and access. These disparities are a reflection of the historical under-resourcing of education, an issue that postcolonial theorists emphasize.

Educational Challenges

The 2015 OECD ranking serves as a stark reminder of the enduring impact of this historical underinvestment. Qatar’s educational system, despite the nation’s substantial wealth, lagged in international assessments.

A significant development in Qatar’s education landscape has been the proliferation of private international schools, particularly in the last three decades. These schools cater primarily to Western expatriates and offer curricula in languages such as English, French, and German. While these institutions have contributed to Qatar’s educational diversity, they have also exacerbated disparities. Students attending private international schools often receive what is perceived as a higher quality education, leading to unequal opportunities in terms of academic performance and prospects. This educational divide raises questions about equity and access within the Qatari education system.

One further challenge facing Qatar’s education system is the need to strike a balance between the Arabic and English languages. Arabization and hybrid approaches have emerged as potential solutions to this linguistic dilemma. Arabization advocates argue that a strong emphasis on Arabic is crucial to preserving cultural and linguistic heritage. Conversely, advocates of the hybrid approach argue that a bilingual model, combining English and Arabic, is essential for equipping students with the skills needed for the globalized world while preserving traditional cultural values. This linguistic draw reflects the complexities of navigating a postcolonial educational path. Although, concurrently, the Qatari government has been active in its efforts to build a cohesive national identity through its governmental curriculum. This curriculum not only imparts knowledge in core subjects like mathematics, science, and the arts but also emphasizes Islamic studies, history, and the Arabic language. While these efforts aim to instil a sense of pride and national identity in Qatari students, they encounter challenges when it comes to preparing students for higher education and the workforce. The need for a curriculum that can adapt to the evolving global landscape while preserving cultural values is a complex task.

The World Bank’s Concerns

The World Bank has raised concerns regarding the state of Early Childhood Development (ECD) in Qatar, specifically highlighting deficiencies in self-regulation skills and early literacy and numeracy skills among young children. Despite the country’s economic progress, these developmental gaps pose long-term consequences by impeding crucial brain development. The World Bank recognizes the potential transformative impact of enhanced ECD, not only in academic realms but also in promoting better health outcomes and fostering economic prosperity. [2]


The World Bank proposes a comprehensive three-fold strategy to enhance Early Childhood Development (ECD) in Qatar. Firstly, it advocates for the establishment of a Qatar-based multisectoral body to coordinate and oversee the implementation of a holistic ECD strategy. This body would prioritize the formulation of robust child protection policies, creating a secure environment for young children, while also emphasizing the expansion of support for breastfeeding and parental leave. [2] Secondly, to ensure a more inclusive ECD approach, the World Bank recommends broadening the coverage of programs to encompass all children in Qatar. This expansion involves a significant increase in the scope of nutrition programs and the introduction of pre-primary education initiatives. The focus extends beyond the supply side to cultivating public demand for ECD programs and addressing existing inequalities across socioeconomic lines [2]. Lastly, the World Bank stresses the necessity of establishing a robust quality assurance system for Qatar’s ECD. This involves harmonizing standards for teachers and educational providers, ensuring a coherent curriculum spanning ages zero to six, and implementing monitoring mechanisms. A comprehensive set of key performance indicators, supported by a robust data system, is proposed to track child development outcomes and monitor progress effectively. [2]

Conclusion

In conclusion, Qatar’s educational journey reflects a profound transformation, evolving from an initially inadequate educational provision to a nuanced landscape deeply influenced by historical colonialism. Although commendable strides have been made in enhancing educational performance, the enduring legacy of colonization persists, leaving an indelible mark on the country’s educational framework. This narrative gains additional complexity with the World Bank’s highlighted concerns regarding early childhood development (ECD) outcomes, emphasizing the urgency of addressing contemporary challenges.

To effectively navigate the intricacies embedded in Qatar’s historical and educational context, a compelling solution emerges—the establishment of robust national educational institutions. These institutions should not only aspire to academic excellence but also actively integrate globally relevant subjects into the curriculum. A strategic imperative lies in prioritizing Qatar’s national educational system over international institutes, ensuring alignment with the nation’s distinctive history, cultural values, and contemporary requirements. Through this strategic emphasis, Qatar can pave the way for an education system that not only preserves its rich heritage but also equips its youth with the skills and knowledge essential for navigating the complexities of the modern globalized world. Embracing this transformative approach ensures that Qatar’s educational landscape becomes a beacon of cultural preservation and global readiness.

 

REFERENCES

[1] Zahlan, R. S. (2016). The creation of Qatar. Routledge.

[2] Nikaein Towfighian, S., & Adams, L. S. (2017). Early Childhood Development in Qatar. The World Bank.

[3] Hickling-Hudson, A. (2006). Cultural complexity, postcolonial perspectives, and educational change: Challenges for comparative educators. In J. Zajda, S. Majhanovich, & V. Rust (Eds.), Education and Social Justice (pp. 191-208). Springer Netherlands.

General Secretariat for Developing Planning. (2018). Qatar Second National Development Strategy 2018-2022. Retrieved from https://www.psa.gov.qa/en/knowledge/Documents/NDS2Final.pdf.

Organisation for Economic Co-operation and Development. (2015). PISA 2015 Results in Focus. Retrieved from https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf.

 

Human rights impact of business enterprises in the occupied Palestinian territory

Written by Aurelia Bejenari, Leyang Fu and Maria Popova

This report is a Submission to the United Nations Special Rapporteur on the situation of human rights in the Palestinian territories occupied since 1967.

Education Under Threat: An EU-funded Palestinian school at risk of destruction. Photo by EU Civil Protection and Humanitarian Aid on Flickr.

How do business enterprises affect critical aspects of life, including economic, social and cultural rights in the oPt, particularly that of Palestinians under occupation?

Business enterprises significantly impact socio-cultural rights in Palestine, namely, children’s access to education. Education in Palestine is mandatory between grades 1 and 10; hence, all children between 6 and 15 years old are supposed to be enrolled in school.1

The current unemployment rate in Palestine has a drastic impact on children’s rights to education. Parents’ job loss and the erosion of resilience capacities often result in child school dropout, especially among low-income households, affecting primarily male children and children with low academic performance. Child labour is often used as a mechanism to alleviate families’ poverty.2 In 2018, approximately 4840 children out of 372600 worked full-time in Gaza.3 Thus, the deteriorating socioeconomic situation in Palestine hurts children’s rights and access to education.

Also, businesses operating in Palestinian territory display low compliance with Corporate Social Responsibility, which refers to the moral conduct that a company must follow.4 Following Corporate Social Responsibility is essential, as businesses have a crucial impact on societal well-being, including children’s access to education. Lack of compliance can have negative consequences as companies attempt to increase their profits by violating international law (e.g., the use of child labour). Businesses have played an essential part in reinforcing Israel’s agenda of annexation, control and exploitation.5 This is visible, for example, in children’s participation in Israeli settlement farms.

Palestinian children often work in Israeli settlement farms in the occupied West Bank, constituting a significant abuse of their rights.6 Children as young as 11 years old drop out of school to work under precarious and often dangerous conditions, being exposed to pesticides, dangerous equipment, and extreme heat (40 degrees and even 50 degrees Celsius).7 Children also do not receive medical insurance, having to pay for their medical bills in case of an accident at work. These children work 8 hours daily, six or seven days a week.8 During harvesting season, children work up to 12 hours per day and are heavily pressured by their employers, who do not allow breaks. This constitutes a grave violation of international as well as Israeli and Palestinian law, which states 15 years as the minimum age of employment, and children receive less than the established Israeli minimum wage.9 Children work in the agricultural sector due to the lack of employment opportunities and the need to support their families financially.10 The dire financial situation of many Palestinian families is a consequence of Israel’s occupation, which restricts access to land, water, and other essential means for agriculture. Moreover, the lack of career opportunities in Palestine also affects children’s access to education. Children often drop out of school prematurely as they assume they will inevitably work for Israeli settlements despite their qualifications.11

You can download the full report in this link.

3A_Human_rights_impact_of_business_enterprises_in_the_occupied_Palestinian_territory

References

1 Di Maio, M. and Nistico, R. The effect of parental job loss on child school dropout: Evidence from the Occupied Palestinian Territories. Journal of Development Economics, 141, p.102375.

2 OCHA. “Child labour increasing in Gaza”, 2019. https://www.ochaopt.org/content/child-labour-increasing-gaza

3 Ibid.

4 Alhih, M., Tambi, A.M.B.A. and Abueid, A.I.S. Corporate Social Responsibility in Palestinian Public Schools. American Based Research Journal, 7(2018).

5 Farah, M. and Abdallah, M. “Security, business and human rights in the occupied Palestinian territory”. Business and Human Rights Journal, 4(2019), pp.7-31.

6 Human Rights Watch. “Ripe for Abuse: Palestinian Child Labor in Israeli Agricultural Settlements in the West Bank”, 2015. https://www.hrw.org/report/2015/04/13/ripe-abuse/palestinian-child-labor-israeli-agricultural-settlements-west-bank#:~:text=This%20report%20documents%20rights%20abuses,dangerous%20equipment%2C%20and%20extreme%20heat

7 Ibid.

8 Ibid.

9 Ibid.

10 Ibid.

11 Ibid.

International Day of Persons with Disabilities

Learning Left Behind: Post-COVID Struggles of Children with Disabilities in Education

Roughly 240 million children, constituting one in every ten worldwide, live with disabilities. Regrettably, these children frequently encounter barriers that impede their fundamental rights, particularly access to education in schools. The importance of education for children is widely recognised, but children with disabilities continue to stay behind, especially after the COVID-19 pandemic. Target 4.5 of the SDGs highlights the importance of eradicating gender disparities and inequalities in education whilst placing emphasis on guaranteeing educational access for individuals with disabilities. Article 24 of the Convention on the Rights of Persons with Disabilities also notices the importance for children with disabilities of accessing “inclusive, quality and free primary education”.

Despite the widespread recognition of the importance of education for children with disabilities, in 2020, only 68 per cent of countries incorporated inclusive education definitions into their policies. Broken Chalk recognises the urgent need to address the lack of inclusive education for children with disabilities. The lack of inclusive policies from the governments lifts many barriers for children with disabilities. Many of them face societal stigma or poverty, which, paired with insufficiently trained educators, inadequate learning resources, and inaccessible infrastructure, increase their chances of either never enrolling or dropping out of school.

UNICEF Innocenti’s Research Library presents compelling evidence that amidst the profound impact of COVID-19, the pandemic introduced the prospect of a universally accessible learning approach through open and distance learning initiatives. These initiatives hold the potential to offer more equitable educational opportunities for all children. However, realising this potential hinges on access to essential technologies, internet connectivity, and educators equipped with the competencies to provide remote education systematically, especially for children with disabilities.

While promising, the provision of remote learning often overlooks the accessibility needs of children with disabilities, resulting in a widening educational gap between those who can access education remotely and those who cannot. Online learning initiatives offered by national education ministries are reportedly inadequately accommodating for disabilities, leading adolescents to experience heightened anxiety or discontinue their studies altogether. Broken Chalks strongly supports the creation of accessible and high-quality educational materials. This includes advocating for flexible curriculum delivery methods that account for differences among learners.

Gender and poverty further compound these challenges, creating systemic discrimination at the intersection of multiple factors.

The evidence underscores gender as a critical social determinant of exclusion, particularly impacting women and girls with disabilities. Relative to boys with disabilities, women and girls around the world experienced higher risk factors for gender-based violence, increased barriers to accessing sexual and reproductive health and/or loss of access to healthcare, education, employment and other necessary supports. Broken Chalk believes that education is crucial to working towards the elimination of violence against women and girls with disabilities.

Moreover, poverty is a significant barrier, restricting access to the internet and affordable quality technologies like cameras, screens, and internet bandwidth. This limitation often impedes access to distance learning, notably in humanitarian settings. Poverty significantly amplifies the challenges faced by children with disabilities in their educational journey as families grapple with the added expenses of sustaining their children’s education. Prevailing negative perceptions regarding the abilities of children with disabilities can further intensify this financial strain. Consequently, families might hesitate to enrol their children in schools, perceiving limited advantages.

The COVID-19 pandemic has led to a surge in mental health disorders, exacerbated existing psychosocial disabilities, limited access to crucial healthcare services, heightened obstacles to social protection and elevated the risks of stigma, discrimination, neglect, violence, and abuse among individuals with disabilities.

Broken Chalks advocates for the collection of valuable insights to fortify programs and enhance partner capabilities.

The active engagement of parents in their children’s education stands out as a crucial and reliable predictor of academic success. Despite the evident advantages of parental involvement, children with disabilities often lack equal support for their learning compared to their peers without disabilities. Parents may encounter difficulties in adjusting their communication and interaction styles to cater to their child’s disability-specific needs, consequently feeling less equipped to engage in their child’s education and sometimes withdrawing their support.

The decision to leave school prematurely limits the future prospects for education and employment among these children, denying them the necessary skills and knowledge essential for advancing their careers. Broken Chalk firmly advocates for increasing inclusive education as a pivotal means to enhance the prospects of numerous children with disabilities through the educational challenges following the COVID-19 pandemic. Inclusive education embodies the enhancement of conditions and capacities within the education system to accommodate all learners, irrespective of gender, ethnicity, language, socioeconomic background, nationality, place of residence, or disability status, among other characteristics. It fosters meaningful and successful engagement within the educational framework. This concept encompasses various community and school infrastructure elements, norms, attitudes, and behaviours at the family, community, and school levels.

Broken Chalk calls for urgent investments to lower the educational gaps of children with disabilities that have exponentially grown after the COVID-19 Pandemic through promoting inclusive education all around the world. Moreover, Broken Chalk calls for taking on an intersectional perspective to diminish the societal stigma around children with disabilities throughout education.

Broken Chalk announces it to the public with due respect.

Signed,

Broken Chalk

Safe Schools Declaration and Guidelines on Military Use

Written by Gianna Chen

The endorsement of Safe Schools Declarations and Guidelines on Military Use is an international collaboration effort to protect education from attack. It consists of proposals and actions to prevent schools and universities from armed conflict. More importantly, the Declaration aims to reduce the use of schools and universities by parties of armed conflict and attempts to minimise the negative impact caused to student’s safety and access to education. According to the International Covenant on Economic, Social and Cultural Rights, every individual has the right to educationi. However, the lack of explicit standards or norms to protect educational institutions from using military effort is a challenge to the right to education. Further, it allows fighting forces to exploit the use of schools and universities to support military efforts. Examples of military use of education facilities such as fighting positions, overnight shelters, strategic positioning and operating bases should be prevented and limited if there are no other alternatives. Subsequently, it led to the destabilisation of education opportunities, emphasising the psychosocial distress and a range of health issues that could affect students, teachers and communities.

Photo by Ahmed akacha on Pexels.

Developed between 2012 and 2014 and published in 2015 in Oslo, the Safe School Declaration has been endorsed by 118 states. It is an inter-governmental political commitment to protect students, teachers, schools and universities from attack during armed conflict. The guidelines for protecting schools include the followingii: 

  • “… Use the Guidelines and bring them into domestic policy and operational frameworks as far as possible and appropriate;
  • Make every effort at a national level to collect reliable, relevant data on attacks on educational facilities, on the victims of attacks, and military use of schools and universities during armed conflict, including through existing monitoring and reporting mechanisms, to facilitate such data collection and to provide assistance to victims, in a non-discriminatory manner;
  • Seek to ensure the continuation of education during armed conflict, support the re-establishment of educational facilities and, where in a position to do so, provide and facilitate international cooperation and assistance to programmes working to prevent or respond to an attack on education, including for the implementation of this Declaration…”

By addressing the importance of education and the right to education, the guidelines intended to achieve a durable peace and hope to inspire responsible practices among those involved in the planning and executing military operations. On top of that, the Declaration serves as a framework for states to cooperate and meet on a regular basis to assess the implementation and application of the guidelines.

In addition to the Declaration, the military use of education facilities under extreme circumstances such as war and international or national violence should be avoided to the greatest extent following the guidelines listed belowiii: 

  1. Functioning schools and universities should not be used by fighting forces of parties to armed conflict in any way.
  2. Schools and universities that have been abandoned should not be used by fighting forces of parties to armed conflict for any purpose in support of their military effort. 
  3. Schools and universities must never be destroyed as a measure intended to deprive the opposing parties of the armed conflict.
  4. Prior to any attack on a school that has become a military objective, parties to armed conflict should consider all feasible alternative measures before attacking them. 
  5. The fighting forces of parties to armed conflict should not be employed to provide security for schools and universities. 
  6. All parties to armed conflict should incorporate these guidelines into their doctrine, military manuals, rules of engagement, operational order, and other means of dissemination. 

The above-summarised guidelines contain the fundamental humanitarian standard for states to follow during armed conflict. It is essential to refrain from actions that interfere with children’s access to education and reinstate the role of education in durable development and promoting understanding, tolerance and friendship among all nations. The impact of conflict, violence and military disruption on educational institutions not only increases the risk of students and teachers being exposed to a range of abuse but also threatens the very right to life, the right to education and the right to be in their home and communities. The Safe Schools Declaration marks the baseline for protecting education institutions to be used for military purposes. It urges states committed to the Declaration to incorporate the guidelines into their domestic policies and defend the fundamental human rights to which every individual is entitled.

References

GCPEA. Safe schools declaration and guidelines on military use. Global Coalition to Protect Education from Attack, 2022.

GCPEA. Guidelines for protecting schools and universities from military use during armed conflict. Global Coalition to Protect Education from Attack, 2022.

GCPEA. COMMENTARY ON THE “Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict”. Global Coalition to Protect Education from Attack, 2015.

Human Rights Watch. Protecting Schools from Military Use Law, Policy, and Military Doctrine. Human Rights Watch, May 2019.

i GCPEA. COMMENTARY ON THE “Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict”. Global Coalition to Protect Education from Attack, 2015.

ii GCPEA. Guidelines for protecting schools and universities from military use during armed conflict. Global Coalition to Protect Education from Attack, 2022.

iii GCPEA. COMMENTARY ON THE “Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict”. Global Coalition to Protect Education from Attack, 2015.

Press Release: International Day for the Abolition of Slavery

Unmasking Modern-Day Slavery in Congo and Sudan

December 2, 2023

The world we live in is adorned with technological marvels that can disguise a terrifying reality—the pervasive existence of modern-day slavery. This press release, “Deceptive Abolition,” exposes the complexities of exploitation in the global supply chain and the haunting echoes of Sudan’s history, challenging the soothing idea of liberation.

As Broken Chalk marks the International Day for the Abolition of Slavery, this press release challenges the notion of liberation, revealing the complex web of exploitation in global supply chains and the echoes of Sudan’s past. The fight against slavery, it seems, is far from over.

Often, gold mines in the Congo are filled with child miners such as Patrice, 15, who started working at this mine when he was only eight years old. Photo by Image Journeys Sasha Lezhnev on Flickr.

Deceptive Abolition: A Closer Look at Congo’s Lithium Mines

Congo’s lithium mines, crucial contributors to the tech sector, have sadly become hotspots for severe human rights violations. The insatiable global demand for smartphones, electric vehicles, and renewable energy storage has birthed an exploitative system, forcing individuals into unsafe conditions for meagre remuneration.

The lithium mining process is fraught with peril. Miners, often children, toil in confined and hazardous environments, exposed to toxic chemicals without adequate protection. Reports of child labour, abysmal working conditions, and lack of basic utilities contrast starkly with the illusion of a slavery-free society. The prevalence of slavery in the lithium sector goes beyond ignorance; profit-driven corporations willingly turn a blind eye to the human cost, hiding behind the complexity of global networks.

Congo’s Role in iPhone Production: Unveiling Mass Human Rights Violations

Digging beneath Congo’s surface reveals an abundant lithium source, a critical component in the lithium-ion batteries powering iPhones. As consumers revel in sleek design and advanced functionality, how often do we ponder the human cost? The interconnection between Congo’s mines and Apple’s sophisticated supply chain isn’t accidental; it’s a consequence of a profit-driven global economy. The iPhone, a symbol of technological progress, harbours a dark secret—rampant exploitation in Congo’s lithium mines. Despite claims of sustainability, Apple Inc.’s supply chain practices paint a different picture, casting doubt on corporate accountability and fueling scepticism about the abolition of slavery.

Moving Forward: A Call for Transparency and Accountability

This revelation isn’t an accusation but a call to action. It urges individuals, corporations, and governments to collaborate in creating a world where technological growth aligns with ethical responsibility. Congo’s lithium mines expose the dire need for transparency and accountability across global supply chains. As consumers, we must advocate for companies to embrace responsibility for their product lifecycle. This report by Broken Chalk aims to spark a conversation about the hidden costs of technological advancement, urging collective action to eradicate the persistent stain of modern-day slavery.

Navigating Modern-Day Slavery in Sudan: An Ongoing Crisis

In Sudan’s labyrinthine history, the darkness of slavery has cast a long and haunting shadow, evolving through centuries and manifesting in myriad forms. As we approach the International Day for the Abolition of Slavery, it’s crucial to delve into Sudan’s struggle against modern-day bondage, marked by historical legacies and contemporary challenges.

Sudan’s historical tapestry is woven with threads of slavery, dating back to imperial influences and echoes of the second Sudanese civil war. Distressing reports emerged during the 1983-2005 conflict, revealing government-backed militias engaging in practices reminiscent of historical slavery. Abductions and enslavement, particularly in Darfur, drew global attention to egregious human rights violations.

We’ve uncovered enduring shadows in navigating Congo’s lithium mines and Sudan’s historical struggles. These tales of exploitation and resilience demand more than acknowledgement; they beckon us to collective action. The revelations from Congo and Sudan underscore the urgent need for transparency, accountability, and a united front against the chains binding humanity.

As we commemorate the International Day for the Abolition of Slavery, let this report be a catalyst for change—a call to confront uncomfortable truths, advocate for ethical responsibility, and strive for a world where progress aligns with justice, human rights, and the unequivocal abolition of modern-day slavery. The shadows may endure, but so does the human spirit’s capacity for resilience and the collective power to break free from persisting shackles.

Broken Chalk announces it to the public with due respect.

Signed,

Broken Chalk