France has recently banned Abayas in French schools

Written by Yehia Murad and Kamye Boblet-Ledoyen

The Problem

On September 7th 2023, the Conseil d’Etat, France’s highest court of administrative law, affirmed the Ministry of National Education and Youth’s decision to prohibit the wearing of abayas and qamis apparel: “Pupils typically wear these garments in compliance with legislative provisions, with the accompanying dialogue often featuring a discourse on religious practice, influenced by arguments shared on social media platforms.” (Conseil d’Etat, 2023). For the highest administrative court of France, the wearing of abayas and qamis is considered to be in contradiction with the 2004 law that forbids ostentatious religious sign: “While students attending public schools are permitted to wear subtle religious symbols, it is prohibited to wear any clothing or signs that explicitly demonstrate a religious affiliation, such as a hijab, kippah, or oversized cross. Additionally, it is also prohibited to wear clothing or symbols that only demonstrate a religious affiliation on the basis of the student’s behaviour.” [1]. The ruling of the Conseil d’Etat is legally valid; the rationale of the Ministry of Education, and the French government in general, behind this ban is more ambiguous.

Background

Photo by Spielvogel on Wikimedia Commons.

The use of prominent religious symbols, especially those of the Muslim faith, has been the topic of intense political discussion since the late 1980s. The denial of class attendance to young veiled pupils by a school principal in 1989 sparked controversy among politicians in the country and beyond. This occurrence, which transpired in Creil, a middle-range town situated in the north-west suburbs of Paris, became known as the affaire de Creil (“Creil affair”). In 2010, the French government implemented a law prohibiting the wearing of burqas in public spaces such as schools, streets, and transportation. France has a lengthy history of anti-clericalism and secularism. The 1905 law establishing the separation of Church and State is viewed as an inventive compromise that assures both the liberty to worship and the non-interference of spiritual matters in temporal affairs. The politicisation of the abaya affair by politicians is lamentable, whereas the very idea of the 1905 law was to avoid any political controversy over religion. The exploitation of the principle of secularism via the prohibition of abayas and qamis is highly concerning. It is apparent that the French government, notably Education Minister Gabriel Attal, does not prioritise the promotion of secularism amongst younger generations.

This decision is merely political and not related to any supposed fight against Islamism. Gabriel Attal, the Education Minister appointed this summer, is primarily known for his political opportunism. Mr. Attal comes from the Parisian bourgeoisie, having been educated in one of the most prestigious private schools in the heart of the French capital, L’Alsacienne. He has been associated with both the Socialist Party and the conservative right in the past, but later became a staunch supporter of Emmanuel Macron. Despite having only completed an internship at Villa Médicis during his master’s degree, which he obtained after repeating a year with the help of a university arrangement, he managed to join the ministerial offices at a young age of 23.[2] During his past positions as Minister Delegate for Youth, Government Spokesman, and Minister for the Budget and Public Accounts, Mr. Attal has proved to be a consistent advocate of Emmanuel Macron’s policies.

What is at Stake

The ban is closely linked to the decline of the national education system in the country. Although the inadequate state of schools in France is not unique, the exploitation of Republican principles, which underpin French citizenship, distinguishes the country as a particular case. Article 1 of the French Constitution stipulates that “France is an indivisible, secular, democratic and social Republic”, setting the status of secularism as a supreme norm. Nevertheless, the far right has exploited this principle to promote their platforms that rely solely on emotional appeals, such as the fear of migration, the fear of Islam, and the fear of replacement. The rhetoric of being replaced, commonly found in European conservative and far-right parties, is fueled by a clear cause: decades of economic marginalisation resulting from neoliberalism. The National Education budget, which totals €59 billion in 2023 and accounts for the largest share of public spending, is inadequate. The salaries of French teachers are considerably lower than those in neighbouring countries, and the lack of support staff for students with disabilities, including carers, school nurses and doctors, presents a daily challenge for teaching staff. School performance is deemed deficient, as stated in the newest report (September 2023) published by the Scientific Council of National Education. It asserts that French proficiency has worsened while in mathematics, only half of the pupils are aware of the length of a quarter past three quarters of an hour. Consequently, discussing the abaya is diverting from the deep-seated issues that impede the national education system.

Yet, the French school required everything, except for another debate on the Islamic veil. As the topic is highly sensitive in France, a country that has suffered from numerous Islamist attacks since 2015. The killings of a history-geography teacher in 2020 and a literature teacher in October 2023 had a profound impact on public consciousness and caused trauma among the population. However, instead of implementing specific political measures, the French government capitalised on the emotions stirred by these attacks.

It is in fact in the preparatory work for the 1905 law on the separation of church and state that the proper measure is to be found: “Imposing the obligation on ministers of worship to modify the cut of their clothes, in light of a law aiming to establish a regime of religious freedom, would result in more than just problematic backlash… it risks exposing them not only to intolerance, but also to ridicule and potentially serious danger.” The state need not concern itself with the attire of its citizens; rather, it should strive to educate them and raise awareness of their rights. The Republican school’s responsibility is to use logical argument rather than emotional persuasion to advocate for the benefits of secularism. The legislators in 1905 were aware of the pitfall of banning a religious garment, which the French government ultimately fell into. They noted that “the combined ingenuity of priests and tailors would soon have created a new garment, which would no longer be the cassock, but would still be quite different from the jacket and the frock coat to allow the passer-by to distinguish at first glance a priest from any other citizen.” [3]

The French government is promoting the expansion of the Service National Universel (Universal National Service), a less intensive version of military service, as a means of toughening up its education policy, rather than facing up to reality. Following his re-election in May 2022, Emmanuel Macron expressed concern over his political legacy. For sure, he will leave this political legacy of the unprecedented extreme right-wing of society. Ultimately, if one imitates the far-right’s behaviour and rhetoric, one becomes aligned with far-right ideologies. It would have been worth it to beat Marine Le Pen twice…

Looking ahead…

The implementation of the banning of hijabs in the French education system is synonymous with right-wing politics, which explicitly rejects various forms of globalisation, particularly migration. Such an implementation of a policy that excludes a certain segment of civil society subverts the inclusive political institutions of the European Union, which need to maintain the virtuous circle of democracies [4; 5].

Such an issue lies in a discourse that leans heavily to the right, marginalising individuals based on their belief systems. As stated, it is important that the French state’s protect its continued vision of secularism and égalité (equality) and design the education system as an equal level playing field for its diverse civil society. The education system, as a key component in shaping the values of future generations, should prioritise fostering an environment of acceptance and understanding. Instead, this policy sends a distressing message, reinforcing polarising narratives and perpetuating stereotypes. It is imperative to recognize that a diverse and inclusive educational experience is not just a right but a cornerstone of a thriving democracy.

It is necessary for the EU to play a proactive role in scrutinising and repudiating member states that threaten such democratic and inclusive principles that they stand for. The EU should vocally condemn any action that leads to a democratic backslide within its borders. Free-speech should not be selective to benefit the popular segment of civil society, as the ban is not merely a dress code issue, but rather a threat to the core values of democracy and inclusive education. As advocates for human rights, it is our responsibility to shed light on these marginalising policies and call for a united stand against any measure that undermines the principles that cements a democratic society. We, Broken Chalk, advocate for equal opportunities in education for all minority ethnicities and commit to addressing the lack of inclusive institutions for all. We castigate the decision taken by the Conseil d’Etat, France’s highest court of administrative law, and call for the necessary interventions by the appropriate bodies, such as the EU. Lastly, we urge the French courts to revise the decision taken by the Ministry of National Education and Youth and to find a common ground; between France’s universal values of secularism and the consideration of minority groups in the pursuit of education.

References

[1] Légifrance. 2004. “LOI n° 2004-228 du 15 mars 2004 encadrant, en application du principe de laïcité, le port de signes ou de tenues manifestant une appartenance religieuse dans les écoles, collèges et lycées publics (1).” Légifrance. https://www.legifrance.gouv.fr/jorf/id/JORFTEXT000000417977.

[2] Branco, Juan. 2019. Crépuscule. 1st ed. Vauvert: Au diable vauvert.

Conseil d’Etat. 2023. “Base de jurisprudence.” Conseil d’Etat. https://www.conseil-etat.fr/fr/arianeweb/CE/decision/2023-09-07/487891.

[3] Aristide Briand. 1905. “Délibérations sur le projet et les propositions de loi concernant la séparation des Eglises et de l’Etat.” Les Classiques des sciences sociales. http://classiques.uqac.ca/collection_documents/assemblee_nationale/separation_Eglises_Etat/seance_43/debat_43_1905.pdf.

[4] Acemoglu, D. Robinson, J. A. (2012) Why Nations Fail: The Origins of Power, Prosperity, and Poverty, Crown Business.

[5] Acemoglu, D., & Robinson, J. A. (2019). The Narrow Corridor: States, Societies, and the Fate of Liberty. Penguin Press.

International Day of Solidarity with the Palestinian People

Written by Benjamin Koponen, Caren Thomas & Zina Sabbagh

Palestine’s Educational Landscape

Amid the recent escalations in Gaza, Bisan Owda, a journalist from the area, begins most of her interviews by acknowledging her survival. Her words echo the harrowing reality. “There is no place safe in Gaza.” – wizard_bisan1, Instagram, 2023

The devastating impact on educational institutions underscores this stark truth. Over 200 schools have been ruthlessly damaged, bombed, or entirely razed in this small geographic region.i Shockingly, this accounts for almost 40% of the total number of schools in the Gaza Strip.

UNRWA (United Nations Relief and Works Agency for Palestine Refugees) facilities and schools, which are considered a protected establishment by international law and the global community, no longer carry the assurance of safety.ii The reality became painfully evident with the bombing of Al Fakhoura UNRWA school, a widely recognized establishment in northern Gaza, on November 19th.iii At the time, over 7,000 individuals, including teachers, students, families, and the elderly, sought refuge within its walls. In an instant, this sanctuary, an educational institute that helped dreams and hopes to become a reality, was destroyed.

Photo by Luke White on Unsplash

Delving deeper into Palestinians’ challenges within the educational sphere offers a clearer picture of their struggles. Palestinian secondary education comprises three primary sectors: Private schools, public schools, and UNRWA schools specifically established for Palestinian refugees.iv These institutions adhere to the standardized Palestinian Curriculum set by the Palestinian Government. An intriguing aspect to note is the continuous scrutiny and censorship imposed by the Israeli Government on the standardized Palestinian Curriculum.v The Israeli authorities restrict detailed information about Palestinian heritage, culture, and history.vi

Additionally, the very depiction of a map outlining the borders of Palestine is consistently banned. This forces the Palestinian curriculum to be extremely flexible because continuous changes are happening to it.vii Moreover, both students and teachers face numerous obstacles in accessing schools. Throughout the West Bank, checkpoints present a significant hindrance, impeding the transit of individuals to educational institutions. Similarly, in Gaza, the frequent bombings further increase the challenges faced by students and educators in their pursuit of education viii.

Another obstacle that the secondary educational sector faces is funding. A report by the Global Coalition to Protect Education from Attack (GCPEA) mentioned that around US$3.55 million would be required to repair the damages to school facilities from the aggression that happened in May 2021.ix Due to the Israeli Military Occupation, the economy of the Palestinian Authority is severely hindered. Thus, the educational sector heavily depends on donations and aid from the international community, primarily the UN.x However, since 2016, the aid for the UNWRA schools has been radically decreasing due to changes in the political arena.xi

Gaza’s schools consist of 284 UNRWA facilities out of 561 schools due to the high population of refugees from neighbouring villages that got destroyed.xii Therefore, many of these schools lack the infrastructure, classes, and materials to function properly; however, they are still prospering and using as much material as they can to operate at their best capacity. Even when the students surpass all of these difficult challenges, when they want to pursue higher education outside of Gaza, they are denied permits from Israel, thereby confining them in Gaza.

Concerning education, there are numerous tactics employed by the Israeli Occupation that exacerbate these hardships. Even if there was an end to the destruction and war against Gaza, the trauma and PTSD faced by students, teachers, and other individuals will take generations to process, heal, and fully recover.

Photo by Austin Crick on Unsplash

Mental Health of Palestinian Children

Mental health is a delicate prism through which human beings understand themselves and the world around them. This prism is ymbolizezed by peoples’ ability to manage stress, nurture their talents, learn/work effectively, and support their community.xiii These resilience strategies are not coping mechanisms of living through trauma but allow people to move past setbacks and grow as individuals. However, traumatic incidents in childhood–such as warfare–can induce levels of stress which surpass the efficacy of healthy coping mechanisms. The continued bombing, displacement, and occupation of Gaza/West Bank has increased anxiety, depression, and PTSD amongst local Palestinian children.

Since October 7th, the IDF has killed approximately 11,320 Palestinian civilians.xiv These include 4,650 children and 3,145 women, leaving 29,200 injured and 3,600 unaccounted for (of which 1,755 children).xv Twelve years ago, Dimitry found that “conflict-related traumatic experiences correlate positively with prevalence of mental, behavioural and emotional problems”.xvi

As far back as 2011, approximately 23% to 70% of children were reported to suffer from PTSD.xvii Post-traumatic stress disorder (PTSD) is a prolonged mental/physiological response to extremely tense experiences. For Palestinian children, exposure to terrorist attacks, being displaced from one’s homes, violent abuse, and witnessing daily humiliation force them into survival mode.xviii

Maintaining a daily routine is integral to ensuring children’s mental health. However, the destruction of schools, homes, and regular displacement produce an unpredictable environment. It has been noted that the persisting nature of Israeli occupation eliminates civilians (especially children) a moment to heal.xix As a result, they are thrown into a constant state of traumatic stress. In 2022, 90% of children experience separation anxiety from parents, over 50% have pontificated suicide, and 59% experience reactive mutism.xx Furthermore, the Guardian has reported that children are also experiencing sleeping difficulties.xxi However, children have developed strategies for responding to these post-traumatic stress symptoms (PTSS) in different ways. These include active exposure to traumatic events and political resistance as trauma responses to political violence.

Palestinian youth–often young men and boys– have been known to hold peers who have been beaten/imprisoned with respect.xxii In this way, they transform the fear of persecution into courage. In contrast, young Palestinian women and girls are more likely to express PTSS through anxiety and depression.xxiii These characteristics align with the gendered expectations of boys/girls in the Middle East. Unsurprisingly, young men and boys who engage in these behaviours demonstrate more PTSS than their female counterparts.xxiv Active exposure to trauma is deeply interconnected to resistance as a trauma response.

Wispelwey & Jamei demonstrate that political activism, specifically the Great March of Return (GMR), can provide “a positive impact on community mental health via a sense of agency, hope”.xxv The GMR, a series of demonstrations initiated in March 2018, was meant to ymbolize Palestinians’ right to return to their homeland (enshrined by UN Resolution 194). The GMR adopted a cultural/celebratory atmosphere filled with dancing, food, and chanting. Protesters met the IDF’s militaristic response–dispensing tear gas and sniping into the crowd–with an entrenched feeling of agency to shape their political reality.xxvi

The desperate state of children’s mental health in Palestine is entangled with the reality of Israeli occupation. Anxiety is not an irrational response to warfare. Depression is not an irrational response to a lack of opportunities. These are psychological symptoms of decisions made by political leaders. In a letter published by Save The Children, 6 Palestinian children–Salma, Niveen, Zain, Samer, Khaled and Amal outlined their wishes; “The first thing we wish is that the war would end…We hope that all the destroyed buildings will be cleared away and something better and more beautiful will come in their place”.xxvii Medical care, infrastructure, and community support will be integral to healing. A ceasefire is the first step in this healing process.

Deprivation of resources for students in Palestine

At the beginning of the year 2023, the United Nations recorded at least 423 incidents impacting Palestinian children and their education. This includes the firing by Israeli forces on schools and children conducting operations and demolishing schools.xxviii The Gaza’s Ministry of Educationxxix has suspended the school year 2023-2024. Due to the indiscriminate bombing of Gaza, schools in the Strip are being used as “safe spaces” for the Palestinians. However, even the schools have been targeted by Israeli bombing.

Currently, schools run by UNRWA – the United Nations Relief and Works Agency for Palestinian refugees – have been targeted numerous times by Israeli attacks.xxx These schools are supposed to be considered as secure zones during an armed conflict. However, what we’re witnessing in Gaza is the deliberate targeting of innocent civilians, particularly children. This targeting of those seeking refuge in schools ultimately leads to the death and injury of many civilians. It leads to the disruption of education due to the loss of resources that occurs when an armed conflict targets schools and other educational institutions.

Photo by Gayatri Malhotra on Unsplash

Defense for Children International – Palestine, who are winners of the Rafto Prize, 2023, in their ‘Child in War, 2022 reportxxxi had mentioned that Palestinian children have expressed that they do not want financial assistance from the international community. Instead, the children would like to be protected from the searches that take place during checkpoints and attacks that take place at school. Furthermore, child human rights defenders from Palestine were given the chance to partake in meetings with international human rights bodies, but no heed was given to address the needs of the children. The ground reality continues to remain the same.

The Gaza Strip continues to witness armed conflict, causing colossal damage to infrastructure and other educational resources. A child is supposed to be in school for education but now goes to school with their families for potential shelter from the bombings. The number of schools damaged is at least 300 schools and 183 teachers have reportedly been killed.xxxii Additionally, the Israel blockade of water, food, medical supplies, electricity and fuel imposes grave risks on the access to resources for these children.

A gap in the child’s education that has occurred due to conflict, coupled with the absence of psychosocial support, may leave many children feeling hopelessly behind. The situation in Gaza requires the people to rebuild their schools, sanitation and other educational resources. The people need to find ways to accommodate temporary learning spaces, obtain support from the international community to rebuild their educational systems and, most importantly, find teaching staff equipped to understand the fractured environment of these young minds. Education is extremely crucial in this heart-wrenching environment as it offers the backbone and potential freedom to overcome some of the difficulties faced by these Palestinian children.

While countless international laws and mechanisms are in place, enforcing them has been an ineffective process mainly due to minimal international intervention. It is unequivocally evident that the Israel attacks on Palestine are a mockery of international humanitarian law.

We leave our readers with these questions.

When does education, a fundamental human right enshrined in the Universal Declaration of Human Rights, cease to be a distant luxury for the children of Palestine?

When does a child of Palestine stop being a “child of war” and embrace a life of positive learning, growth and happiness?

References

i UNESCO. (2023). Gaza: UNESCO calls for an immediate halt to strikes against schools. UNESCO. https://www.unesco.org/en/articles/gaza-unesco-calls-immediate-halt-strikes-against-schools

ii UNRWA. (2023). THE GAZA STRIP: UNRWA SCHOOLS SHELTERING DISPLACED PEOPLE CONSTANTLY. UNRWA. https://www.unrwa.org/newsroom/official-statements/gaza-strip-unrwa-schools-sheltering-displaced-people-constantly-hit

iii Al Jazeera. (2023). Many killed in Israeli attacks on two schools in northern Gaza. Al Jazeera. https://www.aljazeera.com/news/2023/11/18/israeli-forces-strike-al-fakhoora-school-in-northern-gaza

iv Palestinian Central Bureau of Statistics. (2023). Schools Placement Around Palestine. https://www.pcbs.gov.ps/Portals/_Rainbow/Documents/Basic_Schools_ar.html

v Al Jazeera Net. (2017). Accusing the Palestinian curriculum of incitement against Israel. Al Jazeera Net. https://www.aljazeera.net/news/presstour

vi Al Jazeera Net. (2004). Israeli Efforts to Change the Palestinian Educational Curriculum جهود إسرائيلية محمومة لتغيير مناهج التعليم الفلسطينية. Al Jazeera Net. https://www.aljazeera.net/news

vii Palestinian Ministry of Education. (2023). Sectoral strategy for education. https://www.moe.pna.ps/category/content/1036

viii Palestinian Ministry of Foreign Affairs and Expatriates. (n.d.). Ministry of Foreign Affairs and Expatriates. State of Palestine Ministry of Foreign Affairs and Expatriates. http://www.mofa.pna.ps

ix Global Coalition to Protect Education from Attack. (2022). Measuring the Impact of Attacks on Education in Palestine. https://protectingeducation.org/wp- content/uploads/impact_attackeducation_palestine_2022_en.pdf

x Palestinian Ministry of Education. (2023). Sectoral strategy for education. https://www.moe.pna.ps/category/content/1036

xi BBC News. (2018, January 17). UN alarmed as US cuts aid to Palestinian refugee agency. BBC News. https://www.bbc.com/news/world-middle-east-42717333

xii Palestinian Central Bureau of Statistics. (2023). Schools Placement Around Palestine. https://www.pcbs.gov.ps/Portals/_Rainbow/Documents/Basic_Schools_ar.html

xiii World Health Organization: WHO. (2022, June 17). Mental health. https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-our-response

xiv Anadolu staff. (2023, November). Gaza death toll soars to 11,320 amid relentless Israeli attacks, including 4,650 children. aa.com. https://www.aa.com.tr/en/middle-east/gaza-death-toll-soars-to-11-320-amid-relentless-israeli-attacks-including-4-650-children/3053701#

xv Anadolu staff. (2023, November). Gaza death toll soars to 11,320 amid relentless Israeli attacks, including 4,650 children. aa.com. https://www.aa.com.tr/en/middle-east/gaza-death-toll-soars-to-11-320-amid-relentless-israeli-attacks-including-4-650-children/3053701#

xvi Dimitry, L. D. (2011). A systematic review on the mental health of children and adolescents in areas of armed conflict in the Middle East. Child: Care, Health and Development, 38(2), 153–161. https://doi.org/10.1111/j.1365-2214.2011.01246.x

xvii Dimitry, L. D. (2011). A systematic review on the mental health of children and adolescents in areas of armed conflict in the Middle East. Child: Care, Health and Development, 38(2), 153–161. https://doi.org/10.1111/j.1365-2214.2011.01246.x

xviii Dimitry, L. D. (2011). A systematic review on the mental health of children and adolescents in areas of armed conflict in the Middle East. Child: Care, Health and Development, 38(2), 153–161. https://doi.org/10.1111/j.1365-2214.2011.01246.x

xix Agbaria, N., Petzold, S., Deckert, A., Henschke, N., Veronese, G., Dambach, P., Jaenisch, T., Horstick, O., & Winkler, V. (2020). Prevalence of post-traumatic stress disorder among Palestinian children and adolescents exposed to political violence: A systematic review and meta-analysis. PLOS ONE, 16(8), 1–17. https://doi.org/10.1371/journal.pone.0256426

xx Sherwood, H. (2023, October 22). Children in Gaza ‘developing severe trauma’ after 16 days of bombing. The Guardian. https://www.theguardian.com/world/2023/oct/22/children-in-gaza-developing-severe-trauma-after-16-days-of-bombing

xxi Save the Children International. (2022, June 15). After 15 years of blockade, four out of five children in Gaza say they are living with depression, grief and fear. https://www.savethechildren.net/news/after-15-years-blockade-four-out-five-children-gaza-say-they-are-living-depression-grief-and

xxii Agbaria, N., Petzold, S., Deckert, A., Henschke, N., Veronese, G., Dambach, P., Jaenisch, T., Horstick, O., & Winkler, V. (2020). Prevalence of post-traumatic stress disorder among Palestinian children and adolescents exposed to political violence: A systematic review and meta-analysis. PLOS ONE, 16(8), 1–17. https://doi.org/10.1371/journal.pone.0256426

xxiii Wispelwey, B. W., & James, Y. A. J. (2020). The Great March of Return. Health and Human Rights Journal, 22(1), 179–186. https://www.jstor.org/stable/10.2307/26923484

xxiv Agbaria, N., Petzold, S., Deckert, A., Henschke, N., Veronese, G., Dambach, P., Jaenisch, T., Horstick, O., & Winkler, V. (2020). Prevalence of post-traumatic stress disorder among Palestinian children and adolescents exposed to political violence: A systematic review and meta-analysis. PLOS ONE, 16(8), 1–17. https://doi.org/10.1371/journal.pone.0256426

xxv Wispelwey, B. W., & James, Y. A. J. (2020). The Great March of Return. Health and Human Rights Journal, 22(1), 179–186. https://www.jstor.org/stable/10.2307/26923484

xxvi Save The Children. (2022). Trapped: The Impact of 15 years of blockade on the mental health of Gaza’s children. https://resourcecentre.savethechildren.net/pdf/gaza_blockade_mental_health_palestinian_children_2022.pdf/

xxvii Save The Children. (2022). Trapped: The Impact of 15 years of blockade on the mental health of Gaza’s children. https://resourcecentre.savethechildren.net/pdf/gaza_blockade_mental_health_palestinian_children_2022.pdf/

xxviii United Nations Office for the Coordination of Humanitarian Affairs. “Back to school: 1.3 million Palestinian children in the West Bank and the Gaza Strip are returning to school during a tumultuous year.” ochaopt.org August 21, 2023. http://www.ochaopt.org/content/back-school-13-million-palestinian-children-west-bank-and-gaza-strip-are-returning-school-during-tumultuous

xxix Middle East Monitor. “Amidst the bombing, school year suspended in Gaza.” middleeastmonitor.com November 6, 2023. https://www.middleeastmonitor.com/20231106-amidst-the-bombing-school-year-suspended-in-gaza/

xxx Mhawish, Mohammed R. “‘Why bomb schools?’ Gaza families have no safe space amid Israeli attacks”. aljazeera.com October 10, 2023. https://www.aljazeera.com/features/2023/10/10/why-bomb-schools-gaza-families-have-no-safe-space-amid-israeli-attacks

xxxi Defence for Children International. “Children affected by armed Conflict.” defenceforchildren.org 2022. https://defenceforchildren.org/wp-content/uploads/2022/07/Children-and-Armed-Conflict-Report.pdf

xxxii Becker, Jo. “Israel/Gaza Hostilities Take Horrific Toll on Children.” Human Rights Watch. November 22, 2023. https://www.hrw.org/news/2023/11/22/israel/gaza-hostilities-take-horrific-toll-children

Press Release: Breaking Barriers. Broken Chalk’s Call for an Immediate Ceasefire and Self-Determination on this year’s International Day of Solidarity for Palestinians

As we reflect on this historic November 29th, marking 76 years since the UN partition plan, the world must stand united in solidarity with the Palestinian people, recognising their inherent right to resist occupation and achieve self-determination. On this heartbreaking International Day of Solidarity for Palestinians, Broken Chalk not only amplifies its voice but passionately advocates for the union of the Palestinian people under one sovereign territory and for a harmonious resolution to the enduring 75-year Israeli-Palestinian conflict.On this day in 1947, the UN adopted the partition plan, carving out a vision for a Jewish state and a Palestinian state, with Jerusalem as an international zone “corpus separatum.” This historic decision laid the groundwork for a two-state solution based on the principles of equal rights and self-determination under the UN Charter in Article 1 (2).1

In the wake of recent events, Broken Chalk echoes UN Secretary-General Antonio Guterres’ assertion that the October 7th attacks by Hamas “did not occur in a vacuum” and are intertwined with the 75-year struggle for self-determination and the resistance to Israeli occupation.2 Since Hamas’ recent attack on October 7th 2023, there have been over 12,000 civilians killed in the Gaza Strip, with over 5000 being children.3 “Gaza has become a graveyard for children”, speaks the UN Secretary-General Guterres.4

Broken Chalk asserts the importance of fostering political bipartisan dialogue in pursuing a lasting solution to the Israeli-Palestinian conflict. Recognising the urgency of a two-state solution, we emphasise that the path to genuine self-determination for Palestinians must begin at the grassroots level. It is imperative that civil society be granted full autonomy to shape and forge its own states, free from external impositions. As we contemplate the long-term aspirations for Palestinian self-determination, it becomes clear that a pivotal step forward is the acknowledgement that Palestinians possess the agency to construct a model for their own state independently, free from external constraints imposed by Israel or the international community.

On this day, the 29th of November, it is imperative to passionately reassert the immediate need to uphold the commitment to a two-state solution, fostering an environment where both Palestinians and Israelis thrive with unbridled autonomy and sovereignty. A reunion of Palestinians residing in both the West Bank and Gaza must transcend mere consideration; it demands recognition as an enduring solution embedded within Israel’s policy commitments and the collective conscience of the international community. The existing division among Palestinians in these two territories not only hampers the realisation of Palestinian self-determination but also perpetuates the challenges posed by unlawful settlements in the West Bank and the apparent stagnation of the Palestinian Authority (PA).

While acknowledging Israel’s legitimate right to defend itself against a terrorist organisation wholly committed to dismantling the Jewish state, Broken Chalk emphasises the utmost importance of unwavering adherence to international law, with a specific focus on maintaining proportionality in response to security threats.5 In condemning the universally deplorable attack by Hamas, it is crucial to highlight the disparity in Israel’s approach. Palestinians in Gaza are experiencing collective punishment for the actions of Hamas, raising questions about the proportionality of Israel’s response. The methods employed by the Israeli Defense Forces appear incongruent with the target objectives, as the alarming ratio of casualties reveals a stark imbalance – for every Israeli civilian lost, 10 Palestinians have paid a devastating price.6 As we navigate this complex landscape, Broken Chalk advocates for a measured and proportionate approach that respects the principles of international law while safeguarding the rights and lives of all those affected by the conflict.

The recent attacks have dealt a significant blow to the prospects of a two-state solution, with reports suggesting Palestinians in Gaza facing displacement into Sinai, Egypt, amid ongoing negotiations.7 It is crucial to shed light on the challenges Gaza faces, where limited control over its territory, borders, and economy impedes its ability to exercise full autonomy. Broken Chalk condemns the reported relocation of Palestinians to Southern Gaza and urges all parties involved to prioritise the preservation of human rights and international law.8

In alignment with Broken Chalk’s mission to make education universal, we find the cataclysmic attack on the al-Fakhoora school, operated by the UNRWA, extremely deplorable. 9 Targeting educational institutions undermines the fundamental right to education for all and hampers the prospects for a brighter future for Palestinians. As children are the future of our world, the international community must do whatever is necessary to prevent attacks on refugee camps and schools and to prevent the further loss of life of innocent men, women, and children. We call for a prospective collaboration with other NGOs to make a fundraising campaign as an emergency aid for those affected in Gaza.

As we stand together in solidarity with Palestinians on this significant day, Broken Chalk calls on the international community to renew its commitment to a just and lasting resolution that respects the rights and aspirations of both Palestinians and Israelis. We call for an immediate ceasefire and a revision of the UN partition plan in which both sides uphold the right to self-determination.

Broken Chalk announces it to the public with due respect.

Signed,

Broken Chalk

References

1 https://www.un.org/securitycouncil/content/purposes-and-principles-un-chapter-i-un-charter#rel1

2 https://www.politico.eu/article/israel-united-nations-antonio-guterres-hamas-attack-vacuum-comments/

3 https://www.aljazeera.com/news/2023/11/18/israeli-air-strikes-kill-28-palestinians-in-southern-gaza#:~:text=Since October 7, more than,to about 2.3 million people.

4 https://www.dci-palestine.org/4237_palestinian_children_killed_as_gaza_becomes_graveyard_for_children

5 https://guide-humanitarian-law.org/content/article/3/proportionality/

6 https://www.youtube.com/watch?v=9jsJYHuGPms

7 https://www.timesofisrael.com/intelligence-ministry-concept-paper-proposes-transferring-gazans-to-egypts-sinai/

8 https://edition.cnn.com/2023/11/08/world/palestinians-fleeing-south-gaza-city-unbearable-situation/index.html

9 https://www.wionews.com/world/at-least-50-killed-in-israeli-airstrikes-on-al-fakhoora-school-in-gazas-jabalia-refugee-camp-660179

Current issues in Turkish prisons submitted to the UN Special Rapporteur on Torture

https://i.duvarenglish.com/2/814/458/storage/files/images/2021/05/19/hapishane-l9BQ_cover.jpg.webp

By
Carolina Silvestre, Dimitrios Chasouras, María Núñez Fontán, Olimpia Guidi, Samantha Orozco, Vahit Uzunlar

Through this report, our organisation aims to address current issues and promote good practices in prison management, focusing on Turkey. In alignment with the objectives set forth by the Office of the United Nations High Commissioner for Human Rights (OHCHR), this thematic report endeavours to shed light on the prevailing challenges and commendable practices within the Turkish prison system. The report considers the OHCHR’s delineation of eight crucial focus areas, which serves as the foundational framework for our comprehensive assessment of Turkey’s prison management practices through “Call 9.” As a critical contribution to the discourse on human rights and prison conditions, this report aims to offer valuable insights and recommendations for enhancing the well-being and dignity of detainees within Turkey’s correctional facilities, thereby advancing the cause of human rights on a global scale.


For the comprehensive evaluation of prison management in Turkey, “Broken Chalk” has laid down ten critical points of focus that underpin the core objectives of this report. These ten key areas encompass issues of profound importance in understanding prison conditions and human rights in the Turkish correctional system. These points are as follows:

  1. Babies in Turkish Prisons: The presence of infants in correctional facilities raises concerns about the rights and well-being of both the child and the incarcerated parent.
  2. Sick Prisoners in Turkey: Ensuring adequate healthcare and treatment for ill inmates is fundamental to their human rights.
  3. Pregnant Women in Turkish Prisons: The unique needs of expectant mothers behind bars require special attention and care.
  4. Deaths Due to COVID-19 in Turkish Prisons: In light of the global pandemic, examining the impact of COVID-19 on prison populations is of utmost importance.
  5. Deaths Due to Sickness in Turkish Prisons: Understanding the circumstances leading to deaths within prisons is essential to addressing systemic issues.
  6. Parole Right Violations in Turkish Prisons: Ensuring prisoners’ rights to parole are respected and upheld is critical in fair and just incarceration.
  7. Allegations of Torture and Ill-Treatment in Turkish Prisons: Investigating claims of torture and ill-treatment is critical for upholding human rights and international standards.
  8. Exceeding Capacity in Turkish Prisons: Overcrowding poses significant challenges to the well-being of inmates, and its implications are central to this report.
  9. Denial of the Right to Defence in Turkish Prisons: Ensuring access to legal representation and due process is pivotal in safeguarding the rights of those incarcerated.
  10. Access to Health Services in Turkish Prisons: Adequate healthcare services are a fundamental human right for those within the prison system.

    Each of these points has been included in the report to shed light on specific areas of concern within the Turkish prison system, with the ultimate goal of improving conditions, safeguarding human rights, and contributing to international discourse on the subject.
9A-Current-issues-and-good-practices-in-prison-management-–-Thematic-report-of-the-Special-Rapporteur-on-TortureDownload

Challenges in the Finnish Education System

Written by Enes Gisi

Finland has impressed many other nations with its exceptionally high in Programme for International Student Assessment (PISA) scores. It is a test designed to evaluate the reading, math, and science knowledge and skills of 15-year-old students in the participating countries. It evaluates not only memorization, but also the students’ ability to apply school knowledge to real life situations. This makes PISA scores a reliable metric for education. PISA is conducted every three years, and it started in 2000. That year, Finland scored at the top in all three (reading, math, science) categories. This was undoubtedly very impressive, and it led to representatives and education professionals around the world visiting Finland to learn what their magic trick was. This phenomenon was even given a name: PISA tourism. Some of the unique traits of the Finnish education system were praised, such as its pupil-led, less teacher-centric approach. According to some, however, Finland maintained its traditional education system, which came with more robust testing and more centralized education until the 1990s, which would’ve yielded the high scores of PISA 2000.

Throughout the subsequent four assessments (2003, 2006, 2009, and 2012), however, a sharp decline was observed in Finland’s PISA scores, leading many to wonder what went wrong. It now scores below average among the 38 OECD states. Interestingly, there wasn’t a consensus on how its scores were high in the first place, and the explanations for the decline are also diverse. Some commonly cited reasons have included “over-digitalization” of the classroom, decline in student mental health, increased role families’ social backgrounds play, inadequate accommodation for the gifted students, budget cuts, and too much bureaucracy. The achievement levels for Finnish boys are also significantly lower than their female peers. Finnish education system remains distinctive, and the teachers are highly respected for the role they played in the Finnish state-building project in the 1970s and 1980s. A master’s degree is required to become a teacher, and due to their rigorous training, even private companies seek to hire them. We will delve into some of the challenges in the Finnish education system.

Finnish students in a classroom. Image via Flickr, by @kmoliver.

Difficulty of the Classes, or the Lack Thereof

One of the features of the Finnish education system is its ability to tailor the difficulty of education to individual students’ cognitive abilities. Some argue that this is a strength, others favour standardization. Its ability to support high-achieving students, however, is poor. Pentti, a teacher, says that the Finnish system cannot yet “adequately take care of those students who are gifted in a certain subject.” This issue has partially been addressed by allowing students who do well in maths to focus more on maths. However, this hasn’t been implemented in all Finnish schools.

As with the improvement in Asian countries’ PISA scores while Finland’s were in decline, some have compared both systems. Some have argued that while Finland lowers the difficulty of instruction for students who appears to have hard time catching up; Asian countries who participate in PISA expect all students to catch up to the same standards, leading to improvement in their PISA scores.

Budget Cuts, Social Background, and the Gender Gap in Achievement

Budget cuts followed the illusion of “infallibility” of the Finnish education. Pasi Sahlberg, a Finnish education expert, argues that governments tended to cut education budgets following the 2008 global financial crisis, expecting oil-rich countries from the Middle East to keep paying for the “PISA tourism”. Years of budget cuts eventually led to shortage of teachers in some areas. This will increasingly affect especially children with autism and special needs. Bonuses, including sign-up bonuses, are now being offered to special education teachers.

Cuts to education budget following the 1990s recession have also manifested in delay, according to a research report by the Finnish Ministry of Education and Culture. The reports states that ”differences in learning outcomes related to the social background have become more pronounced than earlier.” Immigrant students are also struggling in several other ways. They don’t know how to exert their rights in school and generally, it’s not even encouraged. They face racist bullying and not enough is done for their healthy integration into the society. They’re encouraged to seek professions their teachers “see fit” for their ethnicity. The report by the Finnish ministry states that immigrant kids in Finland “had the lowest reading scores in the Organisation for Economic Co-operation and Development or OECD”.

There’s a significant gender gap in school achievement. On average, boys in PISA countries fare worse than their female peers. This issue is especially present in Finland. Finnish boys receive average marks for reading, whereas Finnish girls will receive nearly twice as high. Finland’s gender gap in reading skills is the 4th highest in the 74 PISA-participating countries.

Whereas boys typically fare better in maths and science across OECD countries, boys also lost this advantage in the recent years. Men are also less likely to pursue higher education than women in Finland.

Students in a Finnish Classroom. Photo by Arbeiderpartiet on Flickr.

Over-digitalization in the Classroom and Inadequate Sleep

Finnish educators appear to have assumed that more tablets and laptops with the students, the better. Critics argue that despite numerous studies done on the effects of mobile device use among youth, Finnish educators rarely ever talk about it. Some have argued that this “rush to digitalization” is to be avoided. Finnish first graders are given iPads to help them learn the Finnish language at home. Even though health authorities warn the public that screen time for kids need to be limited to two hours a day, many aspects of education have now been digitalized, exposing students to excessive screen time. William Doyle, an American-Finnish, believes that the Finnish education system is still among the best. He cites the highly trained teachers, free school meals and other supports. He acknowledges, however, that the quality of Finnish education is in decline, and mentions several effects of over-digitalization.

He believes that constant exposure to mobile devices has played a role in the declining reading scores, especially among boys. It has also contributed to the elimination of physical activity. Mobile devices that students use don’t have any filters or limits, leading to use for entertainment beyond healthy limits. Students will use their laptops for entertainment during class, as the teachers don’t see the screens. Widespread dependency on mobile devices, in turn, reinforces the same behaviour as students now fear missing out on things: they can’t quit their dependency alone. Over-digitalization of student life and excessive use of social media have also impacted their sleep schedules. Students sleep 7 and a half hours on average, less than that is appropriate for their age group. Their sleep quality has also been in decline, leading to poorer concentration when reading. Doyle argues that a “tidal wave” of global research associating excessive mobile device use with risk to psychological, physical, and academic wellbeing is largely ignored. PISA-age students would ideally get 8-10 hours of sleep, per the American Academy of Sleep Medicine.

Lack of Structure

Onto some structural problems within the system. We’ve mentioned how respected the teaching profession is in Finland. While it comes with its advantages (e.g. highly sought, prestigious), it seems to have placed too much responsibility on teachers. The profession has transformed into a semi-bureaucratic job with less teaching element to it, consuming more of their valued time for non-instruction related duties. Though it’s been cited as Finland’s “magic trick” to high PISA scores in the early 2000s, critics also argue that “pupil-led” education actually has contributed to the decline that’s seen in the following PISA cycles. More structured, teacher-dominated methods of instruction, they argue, could help the Finnish education pick up, as also suggested by other evidence.

Conclusion

Finland’s education system surely remains among the best in the world. For all of its weaknesses, in my opinion, it possesses the ability to adapt and make changes as needed. As the evidence documenting effects of excessive use of mobile devices mount, the Finnish authorities must comply with the recommendations of health authorities. As also seen in other parts of the world, boys are experiencing decline in school achievement in Finland. As mentioned, this gender gap is among the greatest in the world, and it might require a thorough investigation to prevent other problems it may cause in the future.

The disadvantages that may be coming from immigrant or other social background are also more pronounced in Finland, compared to other countries. This type of inequality may contribute to further alienation of minorities in the Finnish society, disproportionate representation in the correctional system, increased risk for extremism, mental health problems, and other harder-to-solve problems in the long run. Teacher may benefit from cultural awareness and other training opportunities to better assist disadvantaged students.

Students with special needs are disproportionately affected by the budget cuts, as one of the first things these cuts have done is to reduce the available number of special education instructors. Increased budget for education may alleviate the shortage. It can also help schools allocate more resources for challenging over-achieving students more. Whether a more centralized and structured system would improve overall education outcomes remains to be a matter of debate.

Sources:
  1. Finnish education system fails to improve performance: https://www.euractiv.com/section/politics/news/finnish-education-system-fails-to-improve-performance/
  2. The Shine’s off Finnish Education. Pay Attention, Canada: https://thetyee.ca/Analysis/2023/01/30/Shine-Off-Of-Finnish-Education/
  3. Finland’s education system is failing. Should we look to Asia?: https://bigthink.com/the-present/finland-education-system-criticisms/
  4. Finland’s schools were once the envy of the world. Now, they’re slipping.: https://www.washingtonpost.com/local/education/finlands-schools-were-once-the-envy-of-the-world-now-theyre-slipping/2016/12/08/dcfd0f56-bd60-11e6-91ee-1adddfe36cbe_story.html
  5. Education GPS – Finland – Student Performance (PISA 2018): https://gpseducation.oecd.org/CountryProfile?primaryCountry=FIN&treshold=10&topic=PI
  6. Finns aren’t what they used to be: https://www.bbc.com/news/business-32302374
  7. Slide in Finland’s education level sparks concerns among lawmakers: https://www.helsinkitimes.fi/finland/finland-news/politics/22366-slide-in-finland-s-education-level-sparks-concerns-among-lawmakers.html
  8. Time out: What happened to Finland’s education miracle?: https://yle.fi/a/3-11160051
  9. ‘Don’t believe the myths about Finnish education’: https://www.afr.com/policy/health-and-education/don-t-believe-the-myths-about-finnish-education-20190326-p517ni
  10. Cultural diversity is still a challenge in the Finnish education system: https://migranttales.net/cultural-diversity-is-still-a-challenge-in-the-finnish-education/
  11. Chung, J. (2019). “Chapter 7 Weaknesses of Finnish Education”. In PISA and Global Education Policy. Leiden, The Netherlands: Brill. https://doi.org/10.1163/9789004407534_008
  12. Paruthi, S., Brooks, L. J., D’Ambrosio, C., Hall, W. A., Kotagal, S., Lloyd, R. M., Malow, B. A., Maski, K., Nichols, C., Quan, S. F., Rosen, C. L., Troester, M. M., & Wise, M. S. (2016). Consensus Statement of the American Academy of Sleep Medicine on the Recommended Amount of Sleep for Healthy Children: Methodology and Discussion. Journal of clinical sleep medicine : JCSM : official publication of the American Academy of Sleep Medicine, 12(11), 1549–1561. https://doi.org/10.5664/jcsm.6288

Educational Challenges in Cape Verde: Navigating the Problems of a Developing Educational System

Written by Joan Vilalta Flo

Cape Verde is a country located 500 kilometers away from the coast of Senegal, Africa. It is an archipelago of ten islands, most of which are inhabited, with most of the population concentrating in the capital Praia. The official language is Portuguese, given that it is a former Portuguese colony that obtained its independence in 1975, many speak Cape-Verdean Creole as their main language. It is a country placed in a challenging geographical setting: its fragmented territory makes the provision of services complicated, it is an area prone to draught and there are few natural resources to benefit from. However, Cape Verde has been praised worldwide for its salient political stability and poverty reduction strategies, which has also enabled improvements in service provision, including that of education.

Children line up in a school in Cape Verde. Photo by Duncan CV in Wikimedia Commons.

The most recent improvements in Cape Verdean education have been made thanks to the 2017-2021 Strategic Education Plan, aiming at accomplishing the 4th SDG of Quality Education, and focused on the following pillars: (i) universal access to pre-primary education for all children aged 4 to 5 years, including those with special needs; (ii) better articulation of pre-primary education with basic education so that all students receive two years of pre-primary education; and (iii) equal access to free universal education up to Grade 8 through the implementation of social action plans for schools, targeting priority groups and providing special education for all.i

Hence, Cape Verde has progressively improved access to primary and secondary education. The schooling rate scored 92.4% in 2021, and the literacy rate reached a 88.5% in 2019, with most over 15-years-old knowing how to read and write.ii Government expenditure on education shifted from 23.3% of the total budget in 2020 to 24.09% in 2021.iii In terms of infrastructure, 97.6% of elementary and secondary schools in Cape Verde have access to water, and 89% are connected to the public electricity grid.The 2017-2021 Strategic Education Plan allowed for the implementation of education enhancement programs such as Education of Excellence, to which some 93.2 million US$ were allocated in 2020; while 6.4 million US$ were allocated to scholarships.iv

The Covid-19 pandemic caused much struggle to the tourism-centered economy of Cape Verde. However, the country was quite timely and effective in managing the crisis and providing vaccination to most of the population.v In the area of education, it also acted promptly. In 2020, Cape Verde received a grant of 750.000$ from the GPE (Global Partnership in Education) which substantially contributed to teacher training in distance teaching, provision of learning material, as well as TV access to remote areas, and sufficient sanitary facilities.vi After the closure of schools, the Ministry of education implemented the “Learning and Studying at Home” program, which enhanced lesson delivery through radio, television and the use of tablets, in view of the fact that 30% to 40% of the families did not have access to such technology. The program also allowed for the extension of the digital television coverage area and improved signal quality.vii Despite all of this, it should be noted that there is currently no evidence of the existence of a comprehensive strategy to adapt to the post-Covid19 context in Cape Verde.

It is worth mentioning that a significant development in Cape Verdean education is the recent ratification of the Convention Against Discrimination in Education by Cape Verde on the 5th of October 2022, which has entered into force on the 5th of January 2023. Although its effective application is yet to be seen, this action alone has fully implemented several recommendations made in the last United Nations Universal Periodic Review session.viii

Despite the previously mentioned developments in the Cape Verdean educational sector, several situations of inequality, discrimination, lack of educational infrastructure and quality education in education have been reported up to this point. These are the problems that the archipelago will need to face and solve in the years to come, and the following sections will outline the main areas that need to be targeted.

Inequalities in Education

Cape Verde currently faces a challenge regarding the hidden costs of education. Although Primary Education and Secondary Education (up to 8th grade) is free and mandatory,ix,there is a range of extra costs, including transportation, meals, or certain school material, that is significant for low-income families. This represents an inequality in access to quality education for poor families.x Moreover, secondary Education and Higher Education (university) remain subject to fees (although authorities have stated the intention to make education free from 9th to 12th grade),xi allowing for inequality based on the economic level of each family. This also intersects with the existing inequality between families who live in rural areas and families that live in urban spaces,xii where the former have less access due to general lower economic capacity, and lack of technology and internet connectivity due to its high cost (especially relevant during Covid-19).xiii

As regards Higher Education, although there have been great efforts to supply it widely, it must be noted that the schooling rate for the 2019-2020 period is of 23.5%, 37 points lower than that of secondary school, indicating an obstacle in its access.xiv One of the difficulties in this area is the geographical setting of Cape Verde; being an archipelago the mission of providing accessible higher education to all areas is deeply complex and has not been achieved. There are only Higher Education institutions in the islands of Santiago and São Vicente.xv This, together with the fact that Higher Education is not free, generates little incentive for students who live in remote areas and possess a low economic level to enter Higher Education.xvi

There is also inequality around language. While for most of the Cape Verdean population the first language is Cape Verdean Language (CVL), Portuguese is still the only official language as well as the schooling language. This continues to produce evident inequalities for students who have limited exposure to Portuguese, namely those who live in rural areas and remote locations, usually from low-income families too. Such students will have a learning disadvantage and increased difficulty when learning. Although some bilingual education programs have been reportedly launched, the implementation of such initiatives is insufficient, weak and lacks political and economic backup. This inequality is also representative of a disconnection between the formal education systems and society; policies directed at filling this gap will inevitably also contribute to identity building and social cohesion.xvii

Finally, despite the political will expressed in the Education Strategic Plan 2017–2021 to improve access and quality of education to disabled students (17,5% of the population have at least 1 handicap),xviii and increased staff capacitation aided by UNICEF,xix it has been reported that practical implementation of inclusive strategies for such students has been deficient. Many disabled people do not attend education and do not receive the necessary benefits in order to do so, and the infrastructures and educational technologies have not adapted to them for the most part.xx

Photo by Elizabeth Lizzie on Pexels.

Gender and Sexuality in Education

With respect to gender parity, good results have been achieved in preschool and primary education: the parity index scored 0.98 and 0.93 respectively, both cases showing a slightly higher male representation. However, the challenge remains in secondary and higher education levels where female representation is significantly and increasingly higher, the parity index scores 1.2 for secondary education and 1.5 for higher education. Incentives to attract males in those sectors is necessary to ensure equality.xxi And while there is a significantly higher female presence in secondary and higher education, the literacy rate for men in currently almost 10% higher than for women, which displays an access inequality for women too.xxii

Despite significant improvement through the introduction of a gender module in the secondary education curriculum, the curricula reportedly still contain discriminatory stereotypes towards women, which is also reflected in the fact that women are poorly represented in the fields of study typically dominated by men, such as in the technological field.xxiii Moreover, although gender matters are beginning to be present in the curricula, education on sexuality is deficient. It has been acknowledged as important for the development and safety of students by the government, and a Sexual Guidance in Schools guide has been developed with the aid of UNFPA (United Nations Population Fund), but due to limited political will and the sensitivity of the topic, very few students have benefited from such education. A comprehensive module on sexuality education is yet to be implemented effectively.xxiv

It should be noted that the figure regarding minorities based on sexual orientation or gender identification in Cape Verde could not be found; and similarly, no mechanisms of protection of such minorities or education on the matter could be found. Despite it being a potentially sensitive topic that is now invisible to the sector, advances on this area could be positive to ensure that all students are free and enjoy equal treatment by peers and staff.

Deficiencies in Education

Firstly, there need to be improvements not only in the provision of Higher Education but also in the quality of it. Higher Education in Cape Verde is a relatively new sector emerged in the span of the last 20 years. Considering that it is still at its infancy, the sector lacks quality: although the newly formed Higher Education Regulatory Agency (Agência Reguladora do Ensino Superior – ARES) is beginning to conduct evaluations and checks in order to improve performance,xxv the sector still needs to build a comprehensive system of teaching quality evaluation, mechanisms to better align tertiary education content to the national goals and needs, and ensure access to educational material and technologies, as well as connectivity.xxvi

Secondly, although around 76% of children currently have access to preschool education, there are regional differences with areas that display even lower percentages. Early Childhood education and Preschool was formally one of the foci of the 2017-2021 Education Strategic Plan, but in practice it has been largely neglected. There still is a lack of adequate legal mechanisms to ensure universal preschool mandatory and free access, the preschool budget is around 0.3% of the state budget, and there is a lack of professional qualification of preschool teachers (only 30% have the necessary qualification).xxvii Moreover, technological access and tools have been notably missing in preschools, together with a lack of teacher training in ICT.xxviii

Thirdly, one of the most significant problems in Cape Verde’s education sector is the quality of the education, reflected in low performance rates in primary school. In the area of language, 6 out of every 10 children demonstrated great difficulty or inability to interpret the basic rules of functioning of languagexxix, and in the area of mathematics an average of only 2.85% of children were able to successfully deal with the main areas of study.xxx Furthermore, Cape Verde still does not have to this date a comprehensive national system to measure learning outcomes at any level of education.xxxi

Regarding technological access, it should be noted that although most schools are connected to the public electricity grid, and that the 2017-2021 Strategic Education Plan has allowed for the incorporation of more technological tools and a stronger curriculum on ICT skills, only the 17% of schools have access to internet.xxxii This is even though Cabo Verde has one of the highest rates of internet access in Africa. The cost of internet is the problem, as it is among the highest is the world; it is still too high for many to obtain, especially for those with lower income, generating a situation of inequality as well.xxxiii

Conclusion and Recommendations

By way of conclusion, some recommendations highlighting the main challenges of the educational system in Cape Verde will be offered on behalf of Broken Chalk.

As regards the hidden costs of education, the government should try to reduce them by providing free (or low-cost) access to transportation, material, and nutritional services with special attention to low-income families and students who live in remote rural areas which might increase the economic cost of education.

Regarding educational coverage and universal provision, the government should act in accordance with their own stated intentions, and continue to extend free, accessible, and mandatory education to the preschool years and to higher education, with special attention to poor families. More specifically regarding Higher Education, it could be positive to generate incentive campaigns to increase the schooling rate, particularly for males; together with expanding the presence of higher education institutions to all territories or better ensuring affordable access to university from remote places.

It would be desirable to implement comprehensive national programs to overcome the inequality around language. Cabo Verdean Language should be significantly more present in all stages of education; particular attention should be paid to students with lower exposure to Portuguese to ensure they do not fall behind, and bilingual education initiatives should be enhanced through multidisciplinary teams that include local community members that understand the specific language needs of the area.

To promote greater inclusion, the government and educational entities should consider making education infrastructure, curricula, and staff more sensitive and adaptable to disabled or special needs students. Proper access to buildings, inclusive educational material and a comprehensive disability-oriented training module for all educators should be provided to ensure the access and equality of such students.

Also as regards inclusivity and equality, educational programs and policies should continue to ensure girls and women’s access to education at all levels to achieve greater equality in literacy rates, to continue to work towards the elimination of gender stereotypes and to incentivize the presence of women in male dominated study fields. Additionally, it could be positive to implement a comprehensive educational program in secondary school regarding sexuality to guarantee the safety and health of students and to eliminate diversity-damaging stereotypes on the basis of sexual orientation.

An effective way to improve the quality of education could be to implement a comprehensive national system of evaluation and assessment of teaching quality to ensure an adequate provision of content at all educational stages and to identify deficiencies in teaching quality, particularly in the area of language and mathematics in primary school. Together with proper evaluation and analysis of student performance, this could overcome ineffective modes of teaching that result in low performance, allow for educational innovation, and better align curricula to the needs and goals of Cape Verde’s society, better preparing students to face the labor market. Similarly, the government and educational institutions should continue ensuring that all teachers are qualified to provide adequate education to the level they are assigned to. This should be particularly applied to the preschool levels, where most teachers do not have the proper qualification, which could hinder the development of students.

Lastly, in view of recent events and in view of the future global developments, it is essential to ensure greater access to technological tools for educational purposes both for schools and families, as well as facilitating internet access. Again, this seems especially important considering the introduction of technologies in the global labor market, and it is also important to provide flexible and adaptable modes of education, particularly in a country where geographical accessibility to education might be complicated.

References

i Global Partnership for Education. (n.d.). Cabo Verde. Retrieved April 5, 2023, from: https://www.globalpartnership.org/where-we-work/cabo-verde

ii National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

iii Global Partnership for Education. (2022). Cabo Verde: Results framework (2022-2026). Retrieved from: https://www.globalpartnership.org/node/document/download?file=document/file/2022-12-GPE-results-framework-cabo-verde.pdf

iv National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

v World Bank. (2022, March 15). Fighting the pandemic down to the last mile: Lessons from Cabo Verde. Retrieved April 5, 2023, from: https://www.worldbank.org/en/news/immersive-story/2022/03/15/fighting-pandemic-down-to-last-mile-lessons-from-cabo-verde

vi Global Partnership for Education. (n.d.). Cabo Verde. Retrieved April 5, 2023, from: https://www.globalpartnership.org/where-we-work/cabo-verde

vii Lusophone covid Lusophone Network. (2021). Comparative study: The COVID-19 pandemic and the right to education in Portuguese-speaking countries. Retrieved April 5, 2023, from: https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/Lusophone%20Network_Comparative%20Study_The%20COVID-19%20Pandemy%20and%20the%20right%20to%20education%20in%20Portguese%20speaking%20countries_August2021_EN.pdf

viii UNESCO. (2022, October 7). Cabo Verde ratifies 1960 Convention against Discrimination in Education. Retrieved April 5, 2023, from https://www.unesco.org/en/articles/cabo-verde-ratifies-1960-convention-against-discrimination-education

ix National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

x Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xi National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xii Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xiii Patrício, M. R., & Moreno, C. (2021). Digital technologies in preschool education: a study with Cape Verdean educators. In Proceedings of the 14th annual International Conference of Education, Research and Innovation (ICERI2021) (pp. 8403-8407). IATED. ; Cabo Verde National Commission for UNESCO. (2022). National Review of the Implementation of SDG 4. Retrieved from: https://transformingeducationsummit.sdg4education2030.org/system/files/2022-09/CaboVerde-NC%20report%20.pdf

xiv National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xv Ferreira, E. S., & Loureiro, S. M. C. (2021). Challenges of a small insular developing state: Cape Verde. Revista de Estudios e Investigación en Psicología y Educación, (1), 125-134.

xvi Resende-Santos, J. (2021). Education for development in Africa: Rethinking higher education in Cabo Verde. Journal of International and Comparative Education, 10(1), 22-38. doi: 10.14425/jice.2021.10.1.22

xvii Bermingham, N., DePalma, R., & Oca, L. (2022). The “Access Paradox” in Bilingual Education in Cabo Verde. Modern Languages Open, 1 ; Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xviii National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xix UNICEF Cabo Verde. (2022). Country Office Annual Report 2022. Retrieved from: https://www.unicef.org/media/136711/file/Cabo-Verde-2022-COAR.pdf

xx Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xxi National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xxii Ibid

xxiii Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xxiv UNICEF. (2021). Joint independent common country programme evaluation: The Republic of Cabo Verde. UNICEF Evaluation Office. Retrieved from: https://www.unicef.org/evaluation/joint-independent-common-country-programme-evaluation-republic-cabo-verde

xxv University World News. (2022, November 27). Cabo Verde introduces new higher education strategy. Retrieved from: https://www.universityworldnews.com/post.php?story=20221127193233449

xxvi Resende-Santos, J. (2021). Education for development in Africa: Rethinking higher education in Cabo Verde. Journal of International and Comparative Education, 10(1), 22-38. doi: 10.14425/jice.2021.10.1.22

xxvii Global Partnership for Education. (2022). Cabo Verde: Results framework (2022-2026). Retrieved from: https://www.globalpartnership.org/node/document/download?file=document/file/2022-12-GPE-results-framework-cabo-verde.pdf ; Cabo Verde National Commission for UNESCO. (2022). National Review of the Implementation of SDG 4. Retrieved from: https://transformingeducationsummit.sdg4education2030.org/system/files/2022-09/CaboVerde-NC%20report%20.pdf ; UNICEF Cabo Verde. (2022). Country Office Annual Report 2022. Retrieved from: https://www.unicef.org/media/136711/file/Cabo-Verde-2022-COAR.pdf

xxviii Patrício, M. R., & Moreno, C. (2021). Digital technologies in preschool education: a study with Cape Verdean educators. In Proceedings of the 14th annual International Conference of Education, Research and Innovation (ICERI2021) (pp. 8403-8407). IATED.

xxix National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xxx UNICEF. (2021). Joint independent common country programme evaluation: The Republic of Cabo Verde. UNICEF Evaluation Office. Retrieved from: https://www.unicef.org/evaluation/joint-independent-common-country-programme-evaluation-republic-cabo-verde

xxxi Resende-Santos, J. (2021). Education for development in Africa: Rethinking higher education in Cabo Verde. Journal of International and Comparative Education, 10(1), 22-38. doi: 10.14425/jice.2021.10.1.22 ; Global Partnership for Education. (n.d.). Cabo Verde. Retrieved April 5, 2023, from: https://www.globalpartnership.org/where-we-work/cabo-verde

xxxii National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf ; Cabo Verde National Commission for UNESCO. (2022). National Review of the Implementation of SDG 4. Retrieved from: https://transformingeducationsummit.sdg4education2030.org/system/files/2022-09/CaboVerde-NC%20report%20.pdf

xxxiii Lusophone Network. (2021). Comparative study: The COVID-19 pandemic and the right to education in Portuguese-speaking countries. Retrieved April 5, 2023, from: https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/Lusophone%20Network_Comparative%20Study_The%20COVID-19%20Pandemy%20and%20the%20right%20to%20education%20in%20Portguese%20speaking%20countries_August2021_EN.pdf

Press Release: Addressing the Silent Crisis. Broken Chalk Calls for the Acknowledgement of Violence Against Women and Girls and its Impact on Education

November 25, 2023

In a world where 1 out of 3 women globally have experienced physical or sexual violence, where, every hour, five women are killed by someone in their own family and where evidence indicates that sexual harassment is alarmingly widespread, it is of extreme importance for the global community to take action. Broken Chalk recognises the urgent need to address the pervasive issue of gender-based violence, which also is reflected in educational contexts. In schools, sexual harassment and psychological bullying are a widespread reality; girls are impeded from following education because of child marriage and violence in their own homes and on their way to school.

Exacerbated by the compounding effects of the COVID-19 pandemic, climate change, economic crises, and political instability, this violence has a direct impact on their education, which hinders their enjoyment of human rights. The risks of violence discourage parents from sending girls to school, particularly in conflict situations, where during their journey to school, they fear the possibility of assault and abduction. It is empirically proven that victims of abuse have much higher rates of dropout and learning difficulties. This poses a serious threat to gender equality and the empowerment of upcoming generations of women.

Within this scenario, it is disheartening to observe the fact that only 0.2% of Global Official Development Assistance is directed toward gender-based violence prevention. Hence, Broken Chalk acknowledges that the impact of violence against women and girls (VAWG) is profound and extends beyond physical harm to affect the very foundations of society, hindering equality, development, and peace.

VAWG has a cost on society in general and girls’ education in particular, hence it remains an educational priority. Firstly, exposure to intimate partner violence, or domestic violence, has documented negative effects on children’s academic performance and behavioural outcomes. UNICEF reports it is linked with lower vocabulary and numeracy skills at ages 5 to 8. Secondly, violence against women constitutes one of the factors why girls cannot access education: worldwide, 129 million girls are out of school. Personal insecurity at school or social stigma and shame after experiencing sexual violence partly explain this. Girls and women who experience psychological violence might also be out of school as a result of the coercion on them.

Broken Chalk also recognises the pervasiveness of harassment as a form of violence against women. In the European Union, 45 to 55% of women have experienced sexual harassment since the age of 15. In England and Wales, an inquiry in 2021 revealed that 92% of female students affirmed receiving sexist name-calling from their school peers, and 61% of female students reported experiencing peer-on-peer sexual harassment in school. The potential threat of experiencing violence at school or on the way to school might disincentivise girls from attending education. In order to provide a response to this, several countries like Ghana and India have experimented with programs that provide bicycles to girls to provide a safer transport option to get to school.

Although work has been put into eliminating VAWG, the above facts show that much more work is needed. Broken Chalk believes that education is crucial to work towards the elimination of VAWG, as many studies have shown that it is precisely in the educational environment where children are exposed to violence and are taught it. Therefore, education is a powerful tool that can be used to shift the culture which teaches young and impressionable minds how to behave towards girls and women in violent ways into more peaceful and respectful manners. Furthermore, education can be used to teach girls and raise awareness of what constitutes violence, something which many girls cannot even begin to grasp. In this way, VAWG is so normalised globally that victims sometimes do not even realise their rights are being violated, which plays a part in less than 40% of women who experience violence seeking help of any sort or reporting it and finding justice.

For this reason, Broken Chalk joins the 16 Days of Activism against Gender-Based Violence, an annual international campaign starting on the 25th of November, International Day for the Elimination of Violence against Women, and lasting until Human Rights Day on December 10th. This year’s campaign theme is “UNITE! Invest to prevent violence against women and girls”, and Broken Chalk joins the movement and calls for urgent investments to prevent VAWG, with a special focus on education to do so. Moreover, Broken Chalk calls for taking on an intersectional perspective in work put into the eradication of VAWG, especially for understanding the extra difficulties and attacks women of colour and LGTBQ+ women face both in their education and everyday lives.

Broken Chalk announces it to the public with due respect.

Signed,

Broken Chalk

*Upon request, the article may be translated into other languages. Please use the comments section below*

Female Genital Mutilation and its Effects on Education

Written by Juliana Campos, Nadia Annous and Maria Popova.

FGM, or the full-term Female Genital Mutilation is a practice performed on women and young girls involving removal or injury to the female genital organs. It is not performed for medical reasons, nor does it bring any health benefits. FGM is generally considered a human rights violation and a form of torture with long lasting effects on girls’ physical and mental health, often leading to early marriage and hindering girls’ access to education in over 30 countries worldwide. 

What is Female Genital Mutilation (FGM)?

According to the World Health Organisation, FGM consists of total or partial removal of the external genitalia or injury to the female genital organs. There are four types of FGM: 

  • Partial or total removal of clitoral glands; 
  • Partial or total removal of clitoral glands and labia minora; 
  • Infibulation, which consists of narrowing the vaginal opening; 
  • All other harmful procedures to female genitalia for non-medical purposes. 

In total, it is estimated that over 200 million women have undergone this procedure worldwide. Currently, FGM is performed in over 30 countries around Africa, the Middle East and Asia, with most occurrences being registered in Somalia, Guinea, Djibouti and Egypt. Most victims of FGM fall between the age range of 0 to 15 years old.

FGC Types. “Classification of female genital mutilation”, World Health Organization, 2014.
Photo via Wikimedia Commons

Immediate and long-term complications

FGM has no health benefits, on the contrary, it can lead to a number of short and long-term complications to women. The adverse effects of the procedure are both physical and psychological, as FGM interferes with the natural functions of the female body and brings several damages to a healthy and normal genital tissue. Short-term health complications include excessive pain and bleeding, swelling, fever and infections. Oftentimes, the practitioners performing FGM use shared instruments, which leads to transmission of HIV and Hepatitis. Long-term complications include urinary and vaginal infections, pain during intercourse and complications during childbirth, especially in women who have undergone infibulation, as the sealed vagina is ripped open for intercourse and stitched back again after childbirth or widowhood. Neonatal mortality rates are also higher in places where FGM is practiced, as it can lead to increased risk of death for the baby.

How does FGM affect schooling? 

FGM has a direct effect on girls’ education, starting by the long period of recovery needed after the procedure. A full recovery can take up to several months, by the end of which girls may feel it is pointless to return to the same school year. The longer education is disrupted, the lower are the chances of a return to school and many girls end up taking on other responsibilities such as house chores or informal work instead.

Another effect on girls’ education caused by FGM is the increased social pressure for marriage. Especially in low-income households, marriage can mean better financial stability and higher social status. As a result, education is no longer a priority for these girls’ families, causing many FGM victims to enter early marriages, which may lead to early pregnancies, diminishing the chances of a return to school to near zero. 

Besides physical health complications, the psychological trauma caused by such an invasive and painful procedure, often performed without anaesthesia, may be paralysing for these girls, possibly leading to post-traumatic stress disorder (PTSD), depression, difficulties in socialisation and an overall impact on girls’ confidence. 

Why is FGM still practiced? 

There are different reasons as to why FGM remains such a common practice in certain regions, most of which reflect cultural or social factors. For instance, FGM is considered a requirement for women to be eligible for marriage, serving as “proof” that they have been kept “pure”. As a result, many families may feel as if they should conform to this practice in order to protect their daughters from social exclusion. In countries like Somalia where, according to UNICEF, 98% of girls between the ages of 5 and 11 have undergone FGM, not being part of that astonishing statistic can outcast these young girls from their communities.

Since the 1990’s, FGM has been the center of political debates as the international community and feminist groups press governments for a ban on this practice. However, besides guaranteeing social status, there is also a culture aspect behind FGM. It is seen as an honourable rite of passage, a way for these communities to connect to their ancestors and it creates a sense of belonging which can be difficult for outsiders to comprehend. 

As a result, local political leaders who are openly against FGM are accused of caving in to external pressure and reduce their chances of being elected, making it unlikely that there will be a change in laws before there is a change in these societies’ cultural mindsets. This is evidenced by the fact that FGM is still practiced in many countries where it is officially illegal, such as Egypt, Ghana, Senegal and Burkina Faso.

How can education help end FGM? 

Many girls are forced to undergo FGM at an age when they don’t understand the risks of the procedure. In fact, due to the alarmingly low literacy rates in some communities, it is likely that neither parents nor practitioners are able to make scientifically informed choices regarding these young girls’ health. It is evident, therefore, that education and access to information may be the strongest tools for prevention against Female Genital Mutilation.

Though information can be spread orally and not necessarily through formal education, taboos still hinder open discussions on female reproductive health. That is why it is important for healthcare professionals to educate local practitioners and parents in an accessible way. As education is also an empowering tool, it is crucial that girls are invited into these conversations and informed of their human right to make decisions over their own bodies.

What is being done to stop FGM?

Evidently, the process of educating people about the dangers of FGM must be done respectfully, by listening to these communities and understanding what this rite of passage means as a tradition. That is what NGOs such as the Association for the Promotion of Women in Gaoua (APFG) have done. APFG contributors in Burkina Faso have managed to persuade FGM practitioners to maintain the sacred rituals of the rite but leave out genital cutting. That way, girls are protected from the complications of FGM and the community’s tradition is kept. 

It is equally as important to support survivors all around the world, women who are still dealing with the long lasting physical and mental impacts caused by FGM. The NGO Terre de Femmes or TDF, a German organisation working on raising awareness against Female Genital Mutilation, works to protect and support FGM survivors in Europe, particularly in countries with the highest rates of affected individuals, namely France, Belgium, Italy, The Netherlands, and the United Kingdom. TDF also advocates against Female Genital Mutilation by writing petitions and increasing political pressure for countries to either ban FGM or ensure existing laws are upheld. 

In conclusion…

Female Genital Mutilation results in numeral short and long-term complications for women, including a significant disruption in girls’ education. It is an extremely dangerous practice affecting thousands of girls each year, girls who have been denied the basic human right to physical integrity. 

Still today, perhaps due to cultural stigmas around female reproductive health, FGM is not as openly discussed as other gender related issues and efforts to tackle its impacts are still insufficient. Educating practitioners, parents and girls themselves by providing information on the dangers of FGM is a powerful tool against this harmful procedure. Furthermore, it is crucial to take FGM’s social, political and cultural complexities into consideration and, most importantly, amplify FGM victims’ voices.

REFERENCES

Cover Image by UN Women/Ryan Brown via Flickr

*Upon request, the article may be translated into other languages. Please use the comments section below*

Afghanistan: Gender Inequality in Education

Written by Juliana Campos and Derin Erk. 

The Taliban Government and Women’s Rights

After over two years under Taliban rule, Afghan women continue to endure profound challenges: limited mobility and freedom of speech, lack of autonomy and a ban on education. Even if a 20 year gap separates the Taliban’s first government, overthrown in 2001, from their reclaim of power in 2021, not much seems to have changed in their interpretation of Islamic law, though officials continue to vehemently deny human rights are being violated.

Taliban representatives claim the western media is responsible for corrupting popular opinion on their government and that UN reports do not convey the reality of today’s Afghanistan. According to them, the ban on women’s education is a temporary measure, while the government prepares an “Islamic environment” that complies with their interpretation of Sharia law and meets the demands of the Afghan people. However, after two years, no progress has been made and there seems to be little indication the Taliban will indeed address the very urgent issue of gender inequality in Afghanistan and lift restrictions such as the ban on education for women. 

What Does The Education Ban Mean for Afghan Women?

Education equips women with the tools to make more informed choices, to lead healthier lifestyles and it protects them against abuse by teaching them to recognize violent behaviour and to fight for their physical and mental integrity. Not only is it an empowering tool on an individual level, educating women benefits entire communities. Being the primary caregivers in many societies, well instructed women are able to better prepare themselves for life-changing decisions such as marriage and pregnancy, raising healthier children, in happier households.

Furthermore, education allows women to take on a more active role in their nation’s economy and development, by granting them the practical knowledge needed to use their talents and creativity to open their own businesses, for example. Taliban spokesperson Suhali Shaheen claims that 8.500 business licenses have been granted to Afghan women under their ruling and that over 800.000 women are currently working in Afghanistan.[1] The government has yet to publish these official reports and their sources, but even if they prove to be accurate, if the ban on education isn’t lifted, these numbers will certainly face a dramatic decrease in the next few years.

The fact remains that many women who remember the severe restrictions imposed in the late 1990’s by the Taliban fear being once again deprived of the knowledge that previously allowed them a small sense of economic, emotional and political independence. The impacts of such strict rules imposed by the Taliban have already been recorded during their previous period in power between 1996 and 2001. If nothing is done to change the current scenario, the world risks witnessing another generation of illiterate Afghan women, completely excluded from social life and deprived of formal education. 

By reinstalling laws which limit women’s freedom in society, banning women from working, studying and being seen in public without a male chaperone (the Mahram), the Taliban severely worsens gender inequality in Afghanistan and denies women the chance to develop emotionally and intellectually, besides directly affecting the country’s economy.

The United Nations’ Take on Women and Girls’ Education Under the Taliban

The UN has been vocal about the situation in Afghanistan, particularly on Afghan women’s rights. It considers the Taliban takeover in 2021 a reversal of women’s freedoms. Indeed, it seems the little progress made in the past 20 years has suffered a complete turn over in a matter of months.

Though UN’s statements help spread awareness and reliable information, the organisation has not directly intervened on a larger scale and has not shown intention to do so, as of today. As previously mentioned, the Taliban has accused the UN of misrepresenting the situation in Afghanistan in their reports and while this is a debatable statement, one thing is for certain: women and girls are barred from receiving education. Other areas in Afghan women’s social lives may be more tricky to evaluate from far away, as many of them spend a great portion of the time inside their homes, but the state of females’ access to secondary education and higher education is clear; there is no such access.

Are There Prospects for Change?

The simple answer would be that if the international community does not intervene, there aren’t many grounds for optimism. Interviews given by Taliban representatives have made it clear that they will not be giving up the right to rule given to them by God, according to their beliefs. Therefore, it is expected that their policies on women and their rights and freedoms will continue, as it is unlikely the government will ever be overthrown by the Afghan people, who are forbidden to speak against the regime. 

Conclusion 

It is unfortunate to conclude that the Taliban government’s restrictions on women’s rights and women’s education stand strong after two years. Being banned from attending schools and universities will not only greatly hamper women’s quality of life and their well being, but also difficultate their conquest of social and financial independence through education. Moreover, the Afghan nation as a whole will greatly suffer the effects of this ban, as including women in state affairs, the economy, and social life in general is an important pillar in a country’s development.

There is little to no prospect of change for the near future as the Taliban remains determined and strong in its seat. Perhaps the most effective measure the international community can take is advocating for women’s rights and spreading awareness about what is happening in Afghanistan today.

References

Cover Image by Graham Crouch/World Bank.

*Upon request, the article may be translated into other languages. Please use the comments section below*

Educational Challenges in the United States of America

Written by Dimitrios Chasouras & Jimena Villot Lopez 

Introduction

The United States of America is one of the wealthiest countries in the world, with a GDP of $25 trillion as of 2022.i However, as of 2020, the expenditure on education was 12.7% of the total government spending that year.ii This fiscal allocation shows the funding system of schools in the US, where the financial support is divided between government revenue and local resources, which bind school budgets to their respective districts. This funding model creates a large divide in the educational opportunities available to students. Schools in wealthier areas, with low-poverty percentages, benefit from significantly higher spending per student, in contrast with those in economically disadvantaged areas, which have lower budgets available. The effects of this gap regarding education are increasingly evident in students’ lives and school performance.

Another issue dealt with in this article is the constant presence of gun violence cases in schools, which is another of the biggest challenges faced by educational institutions in the United States. The addition of resource limitations and security concerns posed by gun violence cause a multifaceted threat to the well-being and safety of students all over the country. Both issues will be discussed separately, dealing with the complexities which surround the problem, along with potential measures to rectify them, or at least try to do so. It is important to remember that education is vital in a child’s development, and therefore it is paramount that these issues are taken seriously. Additionally, attention by government and local authorities is necessary to take into action comprehensive strategies (such as financial plans, security measures, and mental health support) to ensure the safety and well-being of all students, regardless of their socioeconomic or ethnic background.

Gun violence and consequences in schools

With around 50% of American households having at least one registered firearm and an exponential increase in gun manufacturing,iii gun violence incidents have been increasing drastically in the last couple of years, within households and publicly, including school premises. Incidents include suicides, assaults and school shooting, which has led to firearms being the leading cause of death among children and teens. 76% of school shootings have occurred by students who acquired guns from either their own households or relatives.iv Compared to other high-income countries, children between the age of 5-14 years old are 21 times more likely to be shot, while teens between 15-24 are 23 times more likely.v Additionally, around 4,000 children and teens (ages 0-19) are shot and killed annually, while 15,000 are wounded by firearms, totalling up to an average of 53 children being shot a day. Those statistics clearly outline a serious problem that plagues US adults and minors in their everyday lives. Gun violence incidents have long-lasting effects not just on the direct victims but the victims’ friends, family, and witnesses as well. Survivors of gun violence have to battle a multitude of psychological and mental issues, such as fear of death and PTSDvi which can lead to violent behaviour and abuse of drugs/alcohol.

To combat gun violence on school campuses, certain states have applied legislation permitting authorised gun possession on campus, even mandatory.vii Schools, colleges, and universities still have the final judgement on gun safety laws (e.g., authorised gun possession by school staff), but due to the increasing number of incidents, statehouses continue to promote such policies. Most attempts to decrease shootings in schools have been reactive, with other examples including eye-catching graphics, involvement and mentoring of adults and peers.viii Out of all, the one that has been suggested the most is community-based solutions, as they tend to be more tailored to the issues the state, school or district faces. Unfortunately, certain districts are unable to carry out such programs due to a lack of funding.

The outcomes of the above-mentioned policies and programs have not caused much change in gun violence incidents, and most students feel increasingly threatened and intimidated.ix Schools that have introduced gun safety programs or authorised gun possession or the presence of law enforcement have been burdened with additional financial costs that they are unable to pay. At the same time, students who go through shooter drills suffer from more depression, stress, anxiety, and the fear of death.

Some researchers suggest that stricter gun laws have opposite effects than the ones mentioned, for example, a decrease in the probability of missing a school day due to feeling unsafe, students carrying a weapon on campus, and students getting injured.x

The challenges of gun violence and the proposed solutions statistically have a disproportionate impact on students based on ethnic backgrounds.xi More specifically, black teens are 17 times more likely to die by homicide and 13 times more likely to be hospitalised for firearm assault compared to white teens, as well as Latinx, who are 2.7 times more likely to die by homicide.xii Such statistics are true even within the same states and cities, which creates unequal challenges for certain students compared to others. Policy decisions in place and disinvestments in certain parts of cities have left African-American and Latinx communities with a struggle to implement the above programs or counsel victims due to lack of resources, poverty and unemployment, which has led to an increase in gun violence in the last few years.xiii

Graph from CDC, Wonder.

Even when gun safety laws are implemented, African-American students tend to feel more threatened by the presence of guns and law enforcement on campus compared to others.xiv White students, although less likely to die of gun violence, have a higher risk of committing suicide when guns are in their household and/or on campus. Evidently, gun violence has created challenges for students across America, but different communities and ethnic groups differ in the type and extent of threat they perceive and experience. This has impacted overall school performance regarding attendance, test scores, graduation rates, feeling of safety, and perceived threat.

Consequences of lack of funding on the learning process

Teachers march in protest for education funding in Los Angeles. Photo by LaTerrian McIntosh on Unsplash

Since the 1800s in the United States, public schools have been primarily funded through local and state sources, the primary source of local funding being property taxes from individual community school districtsxv. This means that the money used to fund a school in a certain district comes from the property taxes paid by the owners of the houses in that same district. The advantage of this is that it ensures local control, which means the budget is allocated according to the specific needs and priorities of the schools in each district, however, it also has disadvantages.

Education funding largely depends on property taxes, resulting in disparities between schools in wealthy and disadvantaged areas. This funding model has left many schools struggling to provide the resources and opportunities that students need. Schools in wealthier neighbourhoods, or even those which have less low-income students attending, receive significantly more funding per student than those in high-poverty areas, with a more considerable number of low-income students. For example, as of 2020 in Illinois, Golfview Elementary School served 550 students, where 86% of them are considered low-income. On the other hand, Algonquin Lakes Elementary had 425 students, with reportedly less than 50% of them being low-income, and Algonquin received over $2,000 more than Golfview per student a yearxvi. This will mean that the educational needs of children in Algonquin have a higher likelihood of being met, improving their educational experience while leaving Golfview students with significant disadvantages.

Another one of the consequences of the funding disparities in the different areas is the inadequate compensation that educators receive in schools. To make ends meet, many teachers find themselves working multiple jobs. The demand for a higher livable wage is growing louder because committed educators need to be able to devote all of their energy to their work rather than worrying about their financial stability. It goes beyond just fair compensation.

Teacher shortages are causing larger problems in public schools. Wealthier schools, with students coming from high-income families, tend to hire more experienced, qualified teachers, which in turn costs more money. Since the pandemic, schools have been struggling to hire qualified teachers, and most of the low-income schools could not afford the salaries of experienced teachers, which has lowered the pool of potential applicants for teaching positions immenselyxvii. Due to this, some states have started making credential requirements lower, allowing for non-certified teachers to take over the vacant teaching positions, which affects children’s education. Christopher Blair, the former superintendent of Bullock County, Alabama, was quoted in 2022 stating that “when you have uncertified, emergency or inexperienced teachers, students are in classrooms where they are not going to get the level of rigour and classroom experiences.”xviii

The consequences of this shortage extend to overcrowded classrooms, which makes it difficult for teachers to provide individualised attention and support to students. In 2022, CNN went to a school outside of Phoenix where a teacher reported having to teach over 70 students in her biology classxix. This has negative consequences for the students, as it gets in the way of individualised attention, but also for the teacher, as it can cause burnout and stress to have to focus on so many students at one time. Furthermore, outdated textbooks and inadequate classroom supplies remain a prevalent issue in underfunded schools.

As can be seen from the previous analysis, the funding model for public schools has created a severe divide in the quality of education received by students all over the country. It offers advantages, such as local control and a constant revenue source for the communities; however, the disadvantages are more significant. Schools in wealthier areas or those with fewer low-income students receive substantially more funding per student than those in high-poverty regions. This financial discrepancy leads to unequal access to resources and opportunities, perpetuating educational inequalities.

Another pressing issue that arises from the lack of funding is inadequate compensation for teachers, which means they are forced to work multiple jobs to make ends meet, hindering their ability to focus all their energy on teaching. This will mean that fewer of the most experienced teachers will choose to work in such circumstances and only choose the wealthier schools or get jobs in other fields. This means that schools with a more significant number of high-poverty students will struggle to maintain qualified teachers. Along with overcrowding of classrooms, outdated textbooks and inadequate supplies, these issues collectively pose a severe challenge to students’ educations in United States public schools. Bridging the funding gaps and addressing teacher shortages are imperative steps toward ensuring that every child has access to a quality education, regardless of their socioeconomic background.

In fact, researchers have debated the value of increasing educational funding. However, recent research has found that when funding is directed towards high-poverty schools, and this money is used for important purposes, such as experienced teachers, social workers, or programs to address students’ academic needs, it can greatly boost student successxx

Conclusion

It can be considered that gun violence and funding disparities in schools are interrelated issues in terms of hindering students’ education for several reasons. Firstly, when schools do not have the necessary budget to afford to hire the necessary staff, such as educators, it can also mean no security staff to control who is able to go in and out of the school. However, this may also include social workers, school psychologists and staff designed to support the students and aid their mental health protection after dangerous situations which may occur. Additionally, in the first section, it was discussed how one of the discussed methods to protect against gun violence in schools was considering arming teachers with weapons in case of emergency. This can be damaging for several reasons, as it may create an unsafe environment for children at school and, at the same time, may discourage teachers from working at schools in which they have to carry guns for protection.

This is also related to district division because community and socioeconomic factors may indirectly affect the safety of the schools. Schools in economically disadvantaged districts or neighbourhoods may face additional challenges, including higher crime rates and exposure to community violence.

It’s important to emphasise that educational funding and division of resources may play a role in addressing school safety and gun violence; however, it is only part of the solution to the problem. Some other strategies to prevent gun violence include the support of mental health by advisors or counsellors in schools, anti-bullying efforts and community engagement. Additionally, whether locally or regionally, district leaders and politicians must address the underlying factors which may lead individuals to resort to violence and adopt responsible gun control measures.

Education is one of the most important elements of a child’s development, and measures which hinder or impede an appropriate education for students in public schools must be addressed. Ensuring a safe and secure school environment is a complex challenge, and it requires serious commitment all over the country.

References

i World Bank Data (2023) GDP (current US$) – United States. The World Bank. https://data.worldbank.org/indicator/NY.GDP.MKTP.CD?locations=US

ii World Bank Data (2023) United States. The World Bank. https://data.worldbank.org/country/united-states

iii Mitchell, T. (June 2017). The demographics of gun ownership in the U.S. Pew Research Center. https://www.pewresearch.org/social-trends/2017/06/22/the-demographics-of-gun-ownership/

iv Everytown for Gun Safety Support Fund. (July 2023). How can we prevent gun violence in American schools? Everytown Research & Policy. https://everytownresearch.org/report/how-can-we-prevent-gun-violence-in-schools/

v Everytown for Gun Safety Support Fund. (May 2019). The impact of gun violence on children and teens. Everytown Research & Policy. https://everytownresearch.org/report/the-impact-of-gun-violence-on-children-and-teens/

vi ibid.

vii RAND. (2020, April). The effects of laws allowing armed staff in K–12 schools. RAND Corporation. https://www.rand.org/research/gun-policy/analysis/laws-allowing-armed-staff-in-K12-schools.html

viii OJJDP. (n.d.). Section VII: Education Initiatives and Alternative Prevention Strategies. (Office of Juvenile Justice and Delinquency Prevention Report) https://ojjdp.ojp.gov/sites/g/files/xyckuh176/files/pubs/gun_violence/sect07.html

ix Everytown for Gun Safety Support Fund. (2020, December). The danger of guns on campus. Everytown Research & Policy. https://everytownresearch.org/report/guns-on-campus/

x Everytown for Gun Safety Support Fund. (May 2019). The impact of gun violence on children and teens. Everytown Research & Policy. https://everytownresearch.org/report/the-impact-of-gun-violence-on-children-and-teens/

xi Everytown for Gun Safety Support Fund. (July 2023). How can we prevent gun violence in American schools? Everytown Research & Policy. https://everytownresearch.org/report/how-can-we-prevent-gun-violence-in-schools/

xii Everytown for Gun Safety Support Fund. (May 2019). The impact of gun violence on children and teens. Everytown Research & Policy. https://everytownresearch.org/report/the-impact-of-gun-violence-on-children-and-teens/

xiii ibid.

xiv Everytown for Gun Safety Support Fund. (2020, December). The danger of guns on campus. Everytown Research & Policy. https://everytownresearch.org/report/guns-on-campus/

xvFindLaw Team (June 2016) Education Funding: State and Local Sources. FindLaw. https://www/findlaw.com/education/curriculum-standards-school-funding.com

xvi Mathewson T.G (October 2020) New data: Even within the same district, some wealthy schools get millions more than poor ones (The Hechinger Report). https://hechingerreport.org/new-data-even-within-the-same-district-some-wealthy-schools-get-millions-more-than-poor-ones/

xvii Richman, T & Crain, T.P (October 2022) Uncertified teachers filling holes in schools across the South (The Hechinger Report). https://hechingerreport.org/uncertified-teachers-filling-holes-in-schools-across-the-south/

xviii Lurye, S & Griesbach, R (September 2022) Teacher shortages are real, but not for the reason you heard (The Hechinger Report). https://hechingerreport.org/teacher-shortages-are-real-but-not-for-the-reason-you-heard/

xix Wolf, Z.B (September 2022) Crises converge on American Education (CNN Politics). https://edition.cnn.com/2022/09/01/politics/us-education-schools-crisis-what-matters/index.html

xxMathewson T.G (October 2020) New data: Even within the same district, some wealthy schools get millions more than poor ones (The Hechinger Report). https://hechingerreport.org/new-data-even-within-the-same-district-some-wealthy-schools-get-millions-more-than-poor-ones/