Ireland’s educational system, educational challenges and the purposes of improvement

Written by Stefania Grace Tangredi

Source: Journal of Rural Studies

Ireland’s territory is divided into two parts: Ireland, sometimes referred to as “the Republic of Ireland”, and Northern Ireland, which is part of the United Kingdom.  Ireland is a member of the European Union.

The population of the country in 1926 was 2,971,922, increasing to 4982 million in 2023. Ireland became a free state in 1922, a parliamentary democracy governed by the 1937 Constitution of Ireland.  The official languages are both English and Irish.

From the 1950s to the 1970s, the Irish economy was growing and increasing not only in the political field but also in the educational field. In 2008 unemployment increased, and GDP dropped in growth. The recovery plan agreed upon at that time required a significant cut in public spending and a range of measures to stabilize finances and return to growth; Ireland exited successfully at the end of 2013. The Expenditures on Education by the Government are 3.72 % as a percentage of gross domestic product (GDP); this is lower than both the regional average (4.6%) and the average for its income group (4.5%).

Ireland’s educational system

In Ireland, attendance at National Schools is free, and the State must provide free primary education. Some private elementary schools charge a fee. Attendance at most secondary schools is free, but some private schools charge a fee for the families, even in secondary education. Sometimes the schools bear the expenses for books, uniforms and exams. The history of Ireland has been shaped by the influence of religious institutions in society, including the education system; therefore, the Catholic Church plays an important role in education: most primary schools, like the National Schools, are run by the Church and subsidized by the State. Most Secondary Schools – private schools for secondary education – are also run by Catholic institutions. Education in Ireland is obliged from age 6 to 16, or until students have completed three years of secondary education.

Source: Europe Academy of Religion and Society.

Elementary school consists of eight grades. Pupils typically advance to secondary school at age 12. The Second Level is divided into a Junior Cycle and a Senior Cycle. Both general and vocational subjects are taught in secondary education.

Secondary education includes secondary institutions, vocational, comprehensive and community colleges. The number of young people continuing their education after compulsory education is high: more than 90 % of 16-year-olds, 75 % of 17-year-olds, and about 50 % of 18-year-olds attend school full-time.

Education in Ireland: outlook for growth

The challenges faced by Ireland for the education system are multiple. Ireland is trying to accommodate a rapid increase in enrolment. However, primary enrolment is declining after reaching a peak in 2018, and post-primary enrolment continues to grow strongly, increasing by 34,300 between 2017 and 2021. Full-time postsecondary education enrollment is also rising rapidly, with an increase of nearly 16,400 between 2017 and 2021 and 13 additional postsecondary schools since 2017, reflecting the substantial increase in enrolment.

The total number of teachers has increased by over 7,804 since 2017, from 64,692 to 72,496. The student-teacher ratio in elementary schools has decreased from 15.3 to 13.7 since 2017 and from 12.8 to 12.2 in secondary schools.

Not only is Ireland trying to increase enrolment, but it’s also promoting a more pluralistic school system that better accommodates diversity, especially religious diversity, in line with the changing profile of the population. A number of schools in Ireland, from 2019, have started to become the first transfer from catholic to multi-denominational.  The schools will implement programs to encompass and include different beliefs and values.  

The participation of children with special education needs has increased in the education system. Ireland wants to provide an education system that supports their participation and advancement to ensure they can reach their full potential. It is essential that schools have policies in place to deal with any difficulties of the students.

To maintain the quality and performance of all levels of the education system and to face the work world, to keep up with the changing world, the education and training system will play a key role in meeting existing and emerging skill needs by providing education, training, and skill development opportunities for those entering the workforce, as well as ongoing upskilling and retraining of existing labour market participants.

How did Ireland face the educational issues during covid-19 in 2020

According to a UN report, nearly 190 countries have imposed school closures, affecting 1.5 billion children and young people. As so, students had to start to adopt new learning, “learning from home education,” and teachers and educators had to change their way of teaching. The UNESCO Director-General Audrey Azoulay guaranteed that United Nations was providing aid to adapt to this situation, especially since they were working with countries to ensure the continuity of learning for everybody, particularly disadvantaged children and youth who tend to be the hardest hit by school closures.

During the Covid-19 pandemic, 94% of students said they used a combination of textbooks and digital tools. Many students (79%) indicated no difficulties had been experienced, and if they had, the issues would have been addressed promptly. Most young people completed their assignments and received the teacher’s feedback.

Photo by Jessica Lewis on Unsplash

Bullying in schools

Even if a lot of children and adolescents attend Catholic Schools, a growing number of people do not practice the religion and may attend Christenings and Communions just because it is part of Irish culture rather than having any genuine belief in the practice, even though the majority of schools in Ireland are Catholic schools. Nearly 80% of the population describes their religion as Catholic, according to the 2016 Census.

Religious practicians and committed students feel vulnerable as they are a minority in Irish schools now.

To avoid this problem, Irish schools must have a code of behaviour and a specific educational program and procedures that together form the school’s plan to help students in the school to behave well and learn well. Also, school support teams will be available to help students experiencing bullying, and all the staff will be trained as part of the new action plan.

Disadvantaged people in Ireland

Despite having the fastest-growing economy in Europe, poverty levels in Ireland are stable. Children are more likely than the overall population to experience ongoing poverty.  More than 62,000 children live in persistent poverty, and others are in danger of poverty. One in five parents do not have enough food to feed their children. Children who travel a lot, like the Roman children, are particularly vulnerable. The term “Roma” is used by the Council of Europe to refer to Roma, Sinti, Kale and related groups in Europe, including Travellers and the Eastern groups, like Dom and Lom, and covers the wide diversity of the groups concerned, including persons who identify themselves as “Gypsies”.

Source: CSO Ireland.

From statistical data 2016, 2 % of 10-year-olds in Ireland cannot read and understand a simple text by the end of primary school. Those in rural areas are potentially negatively affected by difficulty in maintaining involvement in education or accessing facilities.

Educational disadvantages are often related to socio-economic factors, for example, inadequate income, poor housing,  health or family problems. Children who have been born into poor households or live in deprived areas are most subject to educational failure and subsequent labour market exclusion. Young people who experience social disadvantage are at a higher risk of being exposed to factors that impact their opportunity to progress successfully through first and second-level education.

Conclusions and recommendations

Ireland’s education system has shown significant strengths and achievements while facing challenges. The country is firmly committed to providing quality education to its citizens, evident through its well-structured and accessible education infrastructure. Ireland’s emphasis on early childhood education, investments in technology, and dedication to inclusivity have contributed to a positive learning environment for students of various ages and backgrounds.

The education system has many merits, but some areas can be improved to enhance its overall effectiveness:

Ireland should invest more than it does in education, particularly at the primary and secondary levels; this is crucial to maintaining high-quality teaching standards and facilities. Adequate funding will ensure all schools have the necessary resources to support students’ learning needs.

Despite progress, educational disparities persist in some regions and among specific demographics. The government should focus on narrowing these gaps by implementing targeted interventions, such as improved access to resources and specialized support for disadvantaged communities.

Continuous professional development for educators is essential to keep up with evolving teaching methodologies and technologies. Encouraging and providing opportunities for teachers to enhance their skills will benefit the student’s learning experience. As the education landscape becomes increasingly demanding, prioritizing mental health support services for students, parents, and educators is vital; creating a positive and supportive learning environment will help students thrive academically and emotionally.

References

Education Monitor: Around The Globe between the 1st and 15th of August, 2023

Broken Chalk proudly presents the tenth edition of “Education Monitor: Around the Globe” between the 1st and 15th of August, 2023. Broken Chalk aims with this letter to increase public awareness of  Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.

You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition.

To Download it as pdf : Education Monitor: Around The Globe between the 1st and 15th of August, 2023

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

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

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

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

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

Education Challenges in Chad

Written by Vasthy Katalay

The social situation in Chad has never remained the same since the passing of the Corona Virus Pandemic at the end of the year 2019. The Chadian population has been experiencing various social difficulties leaving families to their own faith (UNICEF, 2023). In fact, parents have seen their households’ and loved ones’ basic needs consistently overlooked and denied as time went by. These basic needs inclusively concern safety, shelter, food, proper healthcare, and basic education following the reports made by UNICEF (2023).

The United Nations High Commissioner for Refugees (2022) affirms that the socio-economic situation and political instability play a significant role in the current condition.        The challenge regarding Chad’s education sector has persisted for more than four years. It has been proven that seven in ten children aged 18 years and younger do not have access to any schools or learning facilities in Chad (World Bank, 2022 & UNHCR, 2022).     The UNHCR (2022) additionally attests that the perpetration of armed conflicts in the Lake Chad Basin has been contributing highly to the worsening of the education condition in Chad. This is because it restrains any humanitarian aid that may come from both local or international organisations due to the lack of security in the surrounding environments.

Assidick Choroma, Minister of National Education and Civic Promotion of Chad, and Alice Albright, GPE CEO, met students and teachers at the Lycée-Collège féminin bilingue d’Amruguebe school for girls in N’Djamena. The school welcomes 1500 girls and has 80 teachers, including 30 women. It provides education in Arabic and in French. Chad, February 2019
Photo by: GPE/Carine Durand

Consequently, 1.4 million children lack basic educational assistance while 360 000 struggle to access social protection services (OCHA, 2022). More than fifty per cent of children are incapable of accessing primary school education (INSEED & UNICEF, 2019). These statistics have been confirmed by the Humanitarian Needs Overview (2022), which attests that the number of children who need educational support increased by 8% in 2022. Although the conditions are not met, UNICEF has been making considerable efforts toward promoting and providing 85,600 formal and non-formal opportunities (UNICEF, 2023). This is being implemented through and with the help of the Chadian government’s local and national support coordination.

These efforts have resulted in the continuous educational support of 120,437 children, including girls, who represent 43% of the beneficiaries, according to UNICEF (2022). This was the result of both on-site and remote intensive learning programmes, schools’ rehabilitations, and some psychosocial support provided to children with disabilities. The World Bank equally joined hands in contributing to upgrading learning facilities and conditions in Chad. This is being achieved through various development programmes that benefit the school’s pedagogical and managerial staff for a period of five years (World Bank, 2022).

Research attests that the Jesuit Refugee Service (JRS) has evenly partaken in providing massive and continuous school attendance in various refugee camps in Chad. This endeavour is made regardless of the minimal financial and logistical support. UNESCO partially contributed to this cause through its involvement in the improvement of conditions in both existing and new formal and non-formal teaching and learning facilities. UNESCO thus set up two successful emergency development projects destined to upgrade the quality of the educational sector in a bid to minimise drop-outs and child marriage and labour. These projects are known as PREAT and PUREAT because they both plan and organise the implementation of ideas into practical actions (PREAT, 2019-2023 & PUREAT, 2021-2023). These projects have been involved in the translation of teaching documents from French into both Chadian Arabic and Sar, which are the popular languages spoken in the country.

The concerned projects have been working progressively well so far as they have allowed teachers to use national languages to favour pupils’ teaching process. Consequently, young and older pupils unable to understand or speak French may still have access to learning facilities and knowledge ((PREAT, 2019-2023 & PUREAT, 2021-2023). This strategy has proven to have increased the number of literates in both formal and non-formal educational facilities in the concerned country in accordance with the projects’ reports.

Quality education is the key Sustainable Development Goal (SDG) among all SDGs and thus constitutes a crucial sector in realising the remaining goals (Katalay et at., 2022).         In fact, SDG 4 secures the inclusivity and equity of quality education for each and every child. This is because, being born equal, every child has got the universal right to education regardless of their origins, colour of skin, religious beliefs, family backgrounds, age frame, or gender. Access to quality education has been revealed to be a vital pattern in individuals’ lifelong self-actualisation and poverty reduction all over the World (Katalay et al., 2022).

Katalay et at. (2022) carried out qualitative research that reviewed the educational challenges faced at different levels of understanding: global, continental, and local. Its results have indeed affirmed that the availability of quality learning facilities and affordable school fees were patterns in the increased school attendance rate in various African counties. Building affordable quality schools and vocational training centres in Chad may thus encourage parents and guardians to send their loved ones to acquire knowledge (Katalay et al., 2022). Research shows that education truly allows every citizen of a given nationality to be an added hand in both the socio-economic and political developments of their respective environments. This confirms that it is only through education that the remaining SDGs may be achieved in Chad (Katalay et al., 2022 & UNICEF, 2023).

The vocational training centre offers youths 9-month training courses on a specific trade. At the end, trainees receive equipment to set up their own business. In this photo, a young man is supervised by his teacher in the mechanics room, devoted mostly to motorbikes, the most common vehicle in this area of Chad. © 2018 European Union (photo by Dominique Catton)

Some research attested that individuals with low or without formal education or training are exposed to real-life struggles to provide basic needs in Africa (Katalay et al., 2022). This explains why the educated have more chances of finding employment than the less or non-educated.  The knowledge of those who are educated guarantees them access to various employment opportunities within their areas of specialisation. Schools and vocational training centres will equip individuals with some required skills and knowledge that will enable them to get various well-paid jobs and provide basic needs at home.

This is to say that less or non-educated individuals are more exposed to a lack of employment opportunities and thus incapable of providing for their families and loved ones. This is because their resources will be limited, and so will their access to various basic needs. These needs include the daily provision of shelter, food, proper healthcare, and education.         In light of this, education seems to be the crucial element that provides the Chadian government with capacities to fully participate and contribute to improving their social services. Improving these services would consistently and continuously make the lives of as many individuals as possible better and worth living (Katalay et al., 2022 & UNESCO, 2023).

Additionally, inclusive education for both men and women has proven to play a crucial role in abolishing various sociocultural mindsets and practices (Katalay et al., 2022). These involve female children being denied access to education, female genital mutilation (FGM), gender inequality in workplaces, women being abused, and child marriage and labour. Reports have revealed that poverty is the cause and consequence of the daily perpetration of social vices and inequalities in Chad (OCHA, 2021).

Poverty limits access to education, standard shelter, food, healthcare, clean water, constant electricity, and sanitary facilities as it increases the number of refugees. Inversely, all these social problems joined together seem to be partaking in upgrading the poverty level in many African countries, including Chad (World Food Program, 2023).

Research has shown that the poverty level in the African continent, in general, and in Chad, in particular, has been the cause of the stagnant situation of the education sector. This is because the lack of security and peace in various neighbouring countries has aggravated and increased the number of refugees in Chad. This makes the situation more difficult to handle since Chad has already been struggling to provide essential social services for its citizens.       In addition, the security or safety around Lake Chad has not been helping the current situation due to the danger to which both the population and humanitarian organisations are exposed. Six in ten parents have expressed their fear of sending their children to schools or vocational training centres, given the low-security measures taken in their surrounding environments.

In conclusion, several factors have recently been worsening the quality development of the education sector in Chad. It has been proven that socio-economic and political instabilities have contributed highly to the poverty level in multiple sectors. This situation has been affecting nearly half of the Chadian population.  The downgrading of the education sector in Chad has left families and households in a daily dilemma consisting of either providing food or sending their children to schools and centres. This explains why individuals in the country have limited access to other basic social human needs. These limited or lack of basic human needs leave parents and children denied a roof over their heads, food, clean water, electricity, health treatment, and basic education.

REFERENCES

  1. Education Cannot Wait Team (2022), Chad Overview Development. Retrieved from https://www.educationcannotwait.org/our-investments/where-we-work/chad &https://www.worldbank.org/en/country/chad/overview
  2. Inseed & UNICEF (2019). MICSE Chad Final Report in Djamena, Chad.
  3. Jesuit Refugee Service (2023). The Challenge of Accessing Education for Sudanese Refugees in Chad. Retrieved from https://jrs.net/en/story/the-challenge-of-accessing-education-for-sudanese-refugees-in-chad/
  4. OCHA (2021), Strengthening Girls’ education in Chad. Retrieved from https://reports.unocha.org/en/country/chad/card/4ABbWgXqCB/
  5. UNESCO (2023). The PREAT 2019-2023 and PUREAT 2021-2023 Projects in Chad. Retrieved from https://www.unesco.org/en/articles/uils-contribution-projects-aiming-strengthen-education-and-literacy-chad
  6. UNHCR, (2019 & 2022).
  7. UNICEF, (2019, 2022 & 2023). Retrieved from www.unicef.org/appeals/chad
  8. World Bank (2022), Chad to Improve Learning Outcomes in Basic Education. Retrieved from https://www.worldbank.org/en/news/press-release/2022/04/15/afw-chad-to-improve-learning-outcomes-in-basic-education & https://www.worldbank.org/en/country/chad/overview
  9. World Food Program (2023). Retrieved from https://www.wfp.org/countries/chad

USA: 11 facts about high school dropout rates

Written by Néusia Cossa

We used to see social media, such as YouTube or Instagram, shaping dropouts, like how intelligent people get their lives together and become successful businessmen and women. Sometimes, this may be the case. Nevertheless, in reality, things are not so simple; high school dropouts have negatively affected society.

  1. Every year, over 1.2 million students drop out of high school in the United States alone.

That is a student every 26 seconds – or 7,000 a day[1]. The status dropout rate represents the percentage of 16- to 24-year-olds not enrolled in high school and lacking a high school credential (either a diploma or an alternative certification such as a GED certificate). In 2020, there were 2.0 million status dropouts between 16 and 24, and the overall status dropout rate was 5.3 per cent. This Fast Fact estimates status dropout rates using the Current Population Survey (CPS). The CPS is a household survey that covers the civilian noninstitutionalized population, which excludes persons in the military and persons living in institutions (e.g., prisons or nursing facilities).

The status dropout rate varied by race/ethnicity in 2020. The status dropout rate for Asian 16- to 24-year-olds (2.4 per cent) was lower than the rates for Black (4.2 per cent) and White (4.8 per cent) 16- to 24-year-olds, and all three rates were lower than the rate for those who were Hispanic (7.4 per cent). The status dropout rate for Asian 16- to 24-year-olds was also lower than that for those of Two or more races (6.5 per cent) and American Indian/Alaska Native (11.5 per cent). The rate for those who were Black was lower than the rate for those who were American Indian/Alaska Native.

Photo by Feliphe Schiarolli on Unsplash

2. According to David Silver (2008), about 25% of high school freshmen fail to graduate from high school on time.

Neild and Balfanz (2006) analyzed the School District in Philadelphia, showing that academic experiences play a critical role in students’ lack of persistence toward high school graduation. Furthermore, many students fall off the graduation track years before entering 9th grade. Attendance rates and course failure in math and English during 8th grade were found to have strong predictive power for high school completion.  In another study, Balfanz, Herzog & Mac Iver (2007) found that using attendance, behaviour, and course failure in math and English as key predictive indicators, they identified over half of the district’s future dropouts as early as the 6th grade.  Hence, the transition into the high school setting at 9th grade can push students who have been struggling academically and/or disengaged for years off the path to graduation.

In summary, there is much evidence that high school completion and post-high school educational status are not a function of high school educational experiences alone. In some cases, early educational experiences can predict the high school track in which students are assigned, influencing educational outcomes (Gonzalez et al., 2003; Oakes, 1985/2005).  Education is a cumulative process in which earlier academic experiences inform high school academic success. Nevertheless, a more precise understanding of early school factors influencing high school performance is needed to formulate pre-high school interventions to improve high school completion rates.  

3. The U.S., which had some of the highest graduation rates of any developed country, now ranks 22nd out of 27 developed countries[2]

    The dropout rate has fallen 3% from 1990 to 2010 (12.1% to 7.4%). Whereas, in 2020, the overall status dropout rate was higher for male 16- to 24-year-olds than for female 16- to 24-year-olds (6.2 vs. 4.4 percent). Status dropout rates were higher for males than females among Hispanics (8.9 vs 5.9 per cent) and Blacks (5.6 vs 2.9 per cent). However, the status dropout rates for males and females did not measurably differ for those of two or more races, White or Asian (National Center for Education Statistics, 2022).

    4. The percentage of graduating Latino students has significantly increased. In 2010, 71.4% received their diploma vs. 61.4% in 2006. However, Asian-American and white students are far more likely to graduate than Latino and African-American students.

    5. More U.S. high school students than ever are graduating on time, according to new information released by the research arm of the U.S. Education Department.

    According to the report, the percentage of students who graduated from high school within four years of starting ninth grade in the 2006-2007 school year hit a record high. “What we see is an increase,” Jack Buckley, who directs the Education Department’s National Center for Education Statistics, told The Huffington Post. Of the 4 million students who started school in 2006-2007, 3.1 million — or 78.2 per cent — graduated with a regular or advanced diploma in the 2009-2010 school year. That is an increase of more than two percentage points[3].

    Photo by Redd F on Unsplash

    6. A high school dropout will earn $200,000 less than a high school graduate over his lifetime. And almost a million dollars less than a college graduate.

    Earnings increase with educational level. Adults aged 25 to 64 who worked at any time during the study period earned an average of $34,700 annually. Average earnings ranged from $18,900 for high school dropouts to $25,900 for high school graduates, $45,400 for college graduates, and $99,300 for workers with professional degrees (M.D., J.D., D.D.S., or D.V.M.). Except for workers with professional degrees who have the highest average earnings, each successively higher education level is associated with an increase in earnings.

    Work experience also influences earnings.  Average earnings for people who worked full-time year-round were higher than average for all workers (including those working part-time or for part of the year). Most workers worked full-time and year-round (74 per cent).  However, the commitment to work full-time, year-round, varies with demographic factors, such as educational attainment, sex, and age.  For instance, high school dropouts (65 per cent) are less likely than people with bachelor’s degrees (77 per cent) to work full-time and year-round. Historically, women’s attachment to the labour force has been more irregular than men’s, primarily due to competing family responsibilities.7 Earnings estimates based on all workers (which includes part-time workers) include some of this variability.  Yet, regardless of work experience, the education advantage remains (Jennifer Cheeseman Day and Eric C. Newburger, 2002:2-3)[4].

    7. In 2010, 38 states had higher graduation rates. Vermont had the highest rate, with 91.4% graduating. Furthermore, Nevada had the lowest, with 57.8% of students graduating.

    Based on data collected from the states for the Class of 2010, the National Center for Education Statistics estimated that 78 per cent of students across the country earned a diploma within four years of starting high school. The graduation rate was last at that level in 1974, officials said.

    Students in Maryland and Virginia had higher graduation rates than the national average — 82.2 per cent and 81.2 per cent, respectively.

    The District had a lower graduation rate than all but one state, with 59.9 per cent of its students graduating on time. However, it is not unusual for major cities to experience a higher dropout rate and lower graduation rate than states. One study found that the Class of 2005 graduation rate in the nation’s 50 largest cities was 53 per cent, compared with 71 per cent in the suburbs.

    High school graduation rates are one measure of school success, and educators and policymakers have been trying for decades to stem the number of U.S. students who drop out of high school.

    Notable in 2010 was the rise in Hispanic students who graduated on time, with a 10-point jump over the past five years to 71.4 per cent. Hispanics are the nation’s largest minority group, making up more than 50 million people, or about 16.5 per cent of the U.S. population, according to the Pew Hispanic Center. One in four pupils at public elementary schools is Hispanic.

    Graduation rates improved for every race and ethnicity in 2010, but gaps among racial groups persist. Asian students had the highest graduation rate, with 93 per cent finishing high school on time. White students followed with an 83 per cent graduation rate, American Indians and Alaska Natives with 69.1 per cent and African Americans with 66.1 per cent (Lyndsey Layton, 2013)[5].

    8. It is concerning to know that nearly 2,000 high schools in the United States have a graduation rate of less than 60%.

    More than half the African American students in Illinois, Ohio, Michigan, New York, and Pennsylvania attend high schools where most students do not graduate on time, if at all. By contrast, the percentage of White students attending weak-promoting power high schools in these states is below the national average. As a result, African American students in these states are up to 10 times more likely to attend a high school with meagre graduation rates than White students. Even more striking gaps can be found by looking at the high schools with the worst promoting power in Illinois, Ohio, Michigan, New York and Pennsylvania (Robert Balfanz and Nettie Legters, 2004:15).

    9. These “dropout factories” account for over 50% of the students who leave school every year.

    According to a new study, after decades of flat-lining graduation rates, states finally have started to turn around or close hundreds of so-called “dropout factory” schools and recover some of the thousands of students who had already given up.

    The Washington, D.C.-based policy firm Civic Enterprises, whose 2006 report, “The Silent Epidemic,” helped galvanize state and federal attention on high school dropouts, reported that most states had gained momentum in improving graduation rates but will need to improve at least five times faster to meet a national goal of 90 per cent of students graduating on time by 2020.

    The study suggests that a combination of state economic concerns and federal accountability pressure has helped drive the national graduation rate from 72 per cent in 2001 to 75 per cent in 2008, the most recent federal graduation estimate. Black, Hispanic, and Native American students made some of the most significant gains, but more than 40 per cent of those students still did not graduate on time as of 2008 (Sarah D. Sparks, 2010)[6].

    Photo by Sam Balye on Unsplash

    10. 1 in 6 students attend a dropout factory. 1 in 3 minority students (32%) attend a dropout factory, compared to 8% of white students.

    High schools with the worst promoting power are concentrated in a subset of states. Nearly 80% of the nation’s high schools that produce the highest number of dropouts can be found in just 15 states (Arizona, California, Georgia, Florida, Illinois, Louisiana, Michigan, Mississippi, New Mexico, New York, North Carolina, Ohio, Pennsylvania, South Carolina, and Texas)[7].

    11. In the U.S., high school dropouts commit about 75% of crimes.

    With high youth crime rates, there seem to be other effective alternatives to combat youth violence; however, America continues to build more facilities to detain at-risk youth. “That is one of the questions that we raised with this special over and over again. Our economy is stalled. The prison industry is the fastest-growing industry in America. Why? Because it is a business, we incarcerate more people in the nation than any other country in the world. Like everything else, it is all about money,”. “The lives of these children are dependable, and it is sad because it costs a whole lot less money to educate these kids than it does to incarcerate these kids” (Tavis Smiley)[8].

    A part of society portrays dropouts positively, leading to chasing your dream because school is tedious and expensive, as some may say. However, dropouts indeed have significant effects on society and economy that are not very helpful. Therefore, people should proceed with their education for the sake of the country’s national interest.  

    References
    • https://www.dosomething.org/us/facts/11-facts-about-high-school-dropout-rates#fn1  accessed in May 23, 2023
    • https://www.dosomething.org/us/facts/11-facts-about-high-school-dropout-rates#fn3 viewed in May 23, 2023
    • https://www.huffpost.com/entry/graduation-rate-record-high-school-students_n_2522128 viewed in May 24, 2023
    • chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.census.gov/content/dam/Census/library/publications/2002/demo/p23-210.pdf viewed in May 24, 2023
    • https://www.washingtonpost.com/local/education/national-high-school-graduation-rates-at-a-four-decade-high/2013/01/21/012cd7da-63e7-11e2-85f5-a8a9228e55e7_story.html viewed in May 24, 2023
    • https://www.edweek.org/teaching-learning/study-points-to-fewer-dropout-factory-schools/2010/11 viewed in May 24, 2023
    • chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://files.eric.ed.gov/fulltext/ED484525.pdf viewed in May 24, 2023
    • https://consciousnessmagazine.com/TavisSmiley/ viewed in May 24, 2023

    [1] https://www.dosomething.org/us/facts/11-facts-about-high-school-dropout-rates#fn1 accessed in May 23, 2023

    [2] https://www.dosomething.org/us/facts/11-facts-about-high-school-dropout-rates#fn3 viewed in May 23, 2023

    [3]https://www.huffpost.com/entry/graduation-rate-record-high-school-students_n_2522128  viewed in May 24, 2023

    [4]chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.census.gov/content/dam/Census/library/publications/2002/demo/p23-210.pdf viewed in May 24, 2023

    [5] https://www.washingtonpost.com/local/education/national-high-school-graduation-rates-at-a-four-decade-high/2013/01/21/012cd7da-63e7-11e2-85f5-a8a9228e55e7_story.html viewed in May 24, 2023

    [6] https://www.edweek.org/teaching-learning/study-points-to-fewer-dropout-factory-schools/2010/11 viewed in May 24, 2023

    [7] chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://files.eric.ed.gov/fulltext/ED484525.pdf viewed in May 24, 2023

    [8] https://consciousnessmagazine.com/TavisSmiley/ viewed in May 24, 2023

    University of Kent to close its Brussels campus

    Written by Camille Boblet—Ledoyen

    Photo by Tomica S. on Unsplash

    The news of the closure of the University of Kent’s Brussels campus, without prior warning or consultation, for the June 2024 deadline, took not only the students and professors of the institute by surprise but also the entire academic world. This very damaging decision risks relegating the University to a national or even regional rank. More generally, it is one of the many signs of the decline of the United Kingdom from a world power to a middle power.

    The Brussels School of International Studies (BSIS) is a graduate school of the University of Kent, located in Brussels, Belgium. It was established in 1998 as a joint venture between the University of Kent and the Institute for European Studies (IES) of the Vrije Universiteit Brussel (VUB). BSIS offers a range of interdisciplinary master’s degree programmes in international relations, conflict analysis, development, and law, as well as a PhD program. BSIS provides a unique learning experience for students worldwide, focusing on international affairs and European integration. The faculty comprises internationally renowned experts in their fields who engage in cutting-edge research and teach courses that cover a wide range of topics, including global governance, human rights, international security, and conflict resolution.

    The importance of the Brussels campus makes the decision to close it all the more regrettable. By deciding to close its campus by June 2024, the University of Kent risks weakening its position and glowing reputation in a lasting way. Students from the Brussels campus will probably not move to Canterbury and will choose not to continue their studies at the University. As the United Kingdom is a non-member of the European Union, leaving Brussels for Canterbury is all the more complex and difficult. The University of Kent’s location in Brussels, a city of European and NATO institutions, was a wise choice, and its closure means that it loses the international dimension that made it so attractive. The university administration says budget costs and inflation are responsible for the decision. Broken Chalk regrets that education and empowerment are the primary victims of austerity policies. The closure of such a strategic campus not only for the University of Kent but for the British educational model is simply beyond the academic realm. The British government should accompany and financially support its universities for its own influence, for its attractiveness, and to finally remain a global power. A country that does not invest in education is a country doomed to decline – and deserve to.

    To paraphrase Richard III: “A university! My Kingdom for a University!”

    Amidst controversy and politics, the Akbas-Tereci family seeks safety and a place to call home.

    In the Netherlands, the Akbas-Tereci family, devout members of the Gülen Movement, stand at a precipice of uncertainty. With the impending arrival of their second child, this Turkish couple and their five-year-old daughter Vera face a worrying reality. This legal dilemma threatens their pursuit of safety and stability. Their journey from Turkey to the Netherlands lays bare the unforgiving complexities of seeking asylum, shedding light on profound questions of justice and compassion in a world of uncertainty.
    ~ by Inja van Soest

    Sümeyra Akbas en Beytullah Tereci with their daughter Vera. FOTO: NIELS DE VRIES
    Sümeyra Akbas en Beytullah Tereci with their daughter Vera. FOTO: NIELS DE VRIES

    A recent petition has sparked interest in the faith of this young family. Sümeyra Akbas and Beytullah Tereci, a Turkish couple currently residing in the Netherlands with their five-year-old daughter, are expecting their second child. The couple is part of the Gülen Movement, which promotes a tolerant Islam emphasising altruism, modesty, hard work and education. Under President Recep Tayyip Erdoğan, the Turkish government accused the movement of being involved in an attempted coup in 2016, leading to much controversy about the movement and a political conflict. The Gülen Movement is classified as a terrorist organisation, making it dangerous for Sümeyra Akbas and Beytullah Tereci to return to Turkey.
    The family have been in the Netherlands for more than a year now. They have been volunteering in their community whilst attending Dutch language courses thrice weekly. Their five-year-old daughter has started to speak Dutch and has made local friends. Beytullah states: “We want to feel at home here. We came here to start a new life and have a future.”

    Typically, Turkish refugees are granted residence permits, with approval rates reaching as high as 97.5 % in 2022, according to VluchtelingenWerk statistics. However, the case of Akbas and Tereci stands out due to their unique circumstances. While the parents hold Turkish citizenship, their daughter is of Brazilian nationality. Akbas and Tereci had fled from Turkey to Iraq before the failed coup attempt in 2016. They married in Iraq and built their lives as elementary school and preschool teachers. They had five more years of validity on their Turkish passports and believed they could return to their home country within that timeframe. However, when they were expecting their first child, they had to make a decision. If their daughter had been born in Iraq, she would have been stateless without any papers as them being Gülenists; they couldn’t go to the Embassy out of fear of being arrested. She would neither be granted a Turkish nor an Iraqi passport, and they would have been unable to leave Iraq. They decided to go to a country where their child would receive papers by birth. And they ended up going to Brazil for the birth of their daughter.

    After two months of being there, they returned as a family of three. They didn’t plan on settling there. Therefore, they didn’t need a Visa, as their stay was shorter than three months. Afterwards, they returned to Iraq, where their jobs and life awaited them. Five years later, the decision to get papers for their daughter puts them in a situation where the Netherlands does not want to grant them residency as their daughter is Brazilian. The ruling of their case states they have a connection with Brazil. However, they neither speak the language nor have family or friends there.

    The court ruling surprised the couple and their lawyer because the family would not receive residency in Brazil either, which could ultimately lead to them being deported to Turkey. The family was supposed to have to leave their current asylum centre by the 14th of September but have been offered the option to go to a different asylum centre. However, they would not be allowed to leave the town and have to sign in every morning that they are present at the centre. Akbas expresses his feelings of having escaped an unjust Turkish prison sentence to now live like a prisoner at the asylum centre. A daily life without much prospect. “It is like being sick, and you don’t enjoy anything. I don’t enjoy food or drinking. It should be happy times for my family; we worry too much instead.”
    The initial ruling has been appealed, but the judge ruled against the appeal again, a disappointing outcome. But the family, their lawyer and their friends are unwilling to give up. Whilst their case is being fought in court, their Dutch language teacher has started a petition to revise the decision made by the court.

    Beytullah Tereci is thankful for the support the family has been getting and hopes for a positive outcome for his family and his children. “We want to be home, but we cannot go there. So we choose a new home, a future. How can it be that your home is not welcoming you, and you still have to go.”

    If you want to support Sümeyra Akbas and Beytullah Tereci and their daughter Vera, you can sign the petition here:

    Educational Challenges in Moldova

    Written by Aurelia Bejenari

    A small country located between Romania and Ukraine, one of the poorest countries in Europe that in its three decades of independence has been troubled by corruption, oligarchy, and polarization, the Republic of Moldova has been generally ignored, or at least overlooked on an international scale. YouTube videos by travel bloggers attempting to sensationalize the destination bear titles such as “Nobody Visits This Country … Find Out Why”, “Travelling to the “Worst” Country in Europe”, and “Travelling to the Country Everyone is Trying to Leave”. This has been the case until the war in Ukraine has effectively put Moldova on the map, garnering international audiences’ attention. 

    The conflict across the border has forced Moldova to think about its own security and potential threats to the country. Many have speculated that Moldova could be the next one to fall under Russian attack, in a sort of twisted, imperialistic domino reaction. And while this prediction has not been proven accurate thus far, Moldova has undoubtedly been shaken up by the war, with its economy being strongly affected and internal conflicts brewing. This destabilized situation challenged all aspects of society, including education, which was already in a troubled state and left a lot to be desired.

    Photo by Jeswin Thomas on Unsplash

    Historical Background

    The history of education, and especially higher education, in the Republic of Moldova is relatively young. In 1918, Bessarabia (the region corresponding, for the most part, with Moldova’s present-day territory) became part of Greater Romania. And while all the newly integrated regions showcased widely different levels of general schooling and literacy rates, Bessarabia displayed the lowest levels, despite the efforts to create and expand an elementary public school system at the end of the 19th century during the tsarist administration.

    Romanian political elites directed their efforts towards national integration and cultural unification, including the decolonization and “Romanianization” of schools. This had a negative effect on the schooling of ethnic minorities, who accounted for more than

    one-quarter of the general population, as Romanian authorities were concerned with the ethnic heterogeneity of Romanian society and often suspected ethnic minorities of subversion and disloyalty.

    After 28 June 1940, Bessarabia became part of the Soviet Union. It was during the Soviet period that the bulk of Moldova’s development in education occurred. The contents of the courses, study programs, teaching methods, and recruitment policies were directly replicated from the already existing Soviet republics. The lack of academic traditions prior to the Soviet period facilitated this process. Professors and scientists immigrated from other Soviet republics, particularly Russia and Ukraine, which, on the one hand, raised the educational levels while, on the other hand, it has promoted the use of the Russian language, which

    became the predominant language of education. 

    The Republic of Moldova declared its independence on 27 August 1991, marking the beginning of radical political, economic, and social changes which required the educational system to adapt. This was met by a series of challenges and barriers that continue to exist, despite Moldova’s efforts and the educational reforms it has implemented since its independence.

    Educational Challenges

    In Moldova, more than half of students are only partially competent in reading, mathematics, or science. Moldovan students are lagging behind their peers in neighbouring countries. The results of the PISA 2018 survey show the following:

    • 57% of Moldovan students attained at least Level 2 proficiency in reading (OECD average: 77%)
    • 1% of students in Moldova were top performers in reading (OECD average: 9%)
    • 50% of students in Moldova attained Level 2 or higher in mathematics (OECD average: 76%)
    • 2% of students scored at Level 5 or higher in mathematics (OECD average: 11%)
    • 57% of students in Moldova attained Level 2 or higher in science (OECD average: 78%)
    • 1% of students were top performers in science (OECD average: 7%).

    While school attendance rates in both primary and secondary education are high, children from rural spaces are more likely than others to be out of the classroom. This generally happens so children can carry out domestic work and assume responsibilities within

    the household. The attendance rates of Roma children are much lower at all educational levels, as some of these children are never enrolled, are enrolled much later than they should have been, or drop out. Furthermore, only 20 per cent of Roma children attend a preschool compared to 80 per cent of non-Roma children.

    Socio-economically advantaged students outperformed disadvantaged students in reading

    by 102 score points in PISA 2018, which is a larger gap than the average difference between the two groups (89 score points) across OECD countries. Many students, especially disadvantaged ones, hold lower ambitions than would be expected given their academic achievement, with one in three disadvantaged students and one in ten advantaged students expecting to not complete tertiary education. 

    Social norms and stereotypical gender roles heavily influence education and further professional attainments. For instance, dropout rates are higher among boys than girls, possibly due to the fact that men and boys see their gender role as breadwinners and economic providers. While, in general, the gender gap in education is relatively small, educational attainment among Roma women remains low. Last but not least, influenced by gender roles and societal pressure, girls tend to choose specializations related to liberal arts subjects (philology, political science, social sciences, social assistance, etc.), which are usually less well-paid.

    Another issue is the situation of students with disabilities, who continue to face exclusion. Most educational institutions in Moldova are not adapted to meet inclusive education standards. There is a lack of accessible school buildings and facilities, a lack of training on

    inclusive education for teachers and staff, as well as social barriers in the form of negative stereotypes and prejudices against people with disabilities. 

    Additionally, many schools in Moldova lack basic structures, such as sanitary blocks. For instance, especially in villages, toilets are usually located outside the building and lack the necessary hygienic, safe, and/or gender-sensitive conditions.

    The Moldovan educational system also suffers from a severe staff shortage. 43% of students enrolled in a disadvantaged school and 28% of students enrolled in an advantaged school attend a school whose principal reported that the capacity of the school to provide instruction is hindered, at least to some extent, by a lack of teaching staff. Only up to a quarter of pedagogy graduates chose to pursue a career in education. Low salaries and not wanting to move to a rural area, where shortages are most acute, are some of the main reasons for this.

    Children attend class in a school in Beslan. Photo by the United Nations Development Programme in Europe.

    COVID-19

    The COVID-19 pandemic has further highlighted the discrepancies and inequalities between advantaged and disadvantaged student groups. With internet penetration in Moldova standing around 79.9% in 2019 (considerably lower than the EU penetration rate of 90% in 2019), approximately 16,000 students (4.8% of total) and 3000 teachers (10.6% of total) without access to ICT technology (laptop, tablet or access to internet) were left without any ability to deliver or receive instruction. The most affected categories were those in rural areas, families

    with lower levels of education, and households with a low-income level. A lack of adequate

    equipment, like a computer or connection to the internet, and high illiteracy rates among parents created additional obstacles to benefiting from distance learning for Roma children. Children with disabilities also faced additional challenges, as it proved more difficult to provide the support they need for learning remotely.

    Education and the War Across the Border 

    Since the start of the Russian invasion of Ukraine, Moldova and Poland have received the highest number of refugees compared to its population size. The sudden arrival of Ukrainian refugees has placed tremendous pressure on the Moldovan educational system to accommodate the hundreds of thousands of children seeking an education. In response to the influx of refugees, the Ministry of Education and Research has implemented regulations allowing the inclusion and integration of refugees into the national education system. However, this open refugee policy has further strained an already fragile educational system. Enormous educational needs are overstretching and straining the educational capacity of the country, given the shortage of teachers, the language barriers, the demand for mental health help and resources, etc.

    Conclusion

    Moldova, a small and often overlooked European country, has been pushed into the spotlight by the conflict across its border. The country faces significant educational challenges. More than half of its students struggle with basic skills like reading, math, and science, falling behind neighbouring countries. Inequality is a concern, children from rural communities and ethnic minorities missing out on education, and disadvantaged students facing lower expectations. In 2020, the COVID-19 pandemic aggravated the situation, exposing the digital divide. At present, the conflict in Ukraine has brought an influx of refugees, putting more strain on Moldova’s already fragile education system.

    Moldova finds itself at a crossroads regarding its future and the future of its education system, as the two are inherently intertwined.  Without a well-educated and skilled workforce, Moldova’s future as a nation looks grim. Unless the disparities between urban and rural areas, as well as the marginalization of certain minority groups, are addressed, the country risks perpetuating a cycle of poverty and exclusion that could hinder social cohesion and stability.

    The Republic of Moldova is currently facing daunting challenges, to be sure. Still, with determination and cooperation, it is at least within its power as a state to build a resilient education system that would unlock the potential of its youth so they may build a brighter future.

    References
    1. Bald and bankrupt (2019). Nobody Visits This Country…Find Out Why. YouTube. https://www.youtube.com/watch?v=wnDxHTaeNX0&list=PLqWdYjn21PdEO19u10zTJCrNazOKq6gf6&index=2
    2. Bischof, L. and Tofan, A. (2018). “Moldova: Institutions Under Stress—The Past, the Present and the Future of Moldova’s Higher Education System”. In: Huisman, J., Smolentseva, A. and Froumin, I. (eds) 25 Years of Transformations of Higher Education Systems in Post-Soviet Countries. Reform and Continuity, 311-337. London: Palgrave Macmillan. 
    3. Education Cannot Wait – Moldova. ECW in Moldova. Available at: https://www.educationcannotwait.org/our-investments/where-we-work/moldova. Consulted on July 24 2023.
    4. Matt and Julia (2022). Traveling to the Country Everyone is Trying to Leave. YouTube. https://www.youtube.com/watch?v=mrc1ihZ4Iac&t=711s
    5. Negură, P. (2018). “Ce lecții tragem din școlarizarea minorităților din Basarabia interbelică ?”. In: Cioroianu, A. (ed.) Un Centenar și mai multe teme pentru acasă, 105-116. Iași: POLIROM.
    6. Negură, P. and Cușco, A. (2021). “Public Education in Romania and Moldova, 19-20th Centuries: Modernization, Political Mobilization, and Nation-Building. An Introduction.”, Plural. History, Culture, Society, 9(1): 5-10.
    7. OECD – Programme for International Student Assessment (PISA) Results from Pisa 2018. Country Note. Moldova. Available at: https://gpseducation.oecd.org/CountryProfile?primaryCountry=MDA&treshold=10&topic=PI. Consulted on July 24 2023.
    8. UN (2020). “Education and COVID-19 in the Republic of Moldova: Grasping the opportunity the learning crisis presents to build a more resilient education system”. 
    9. UNFPA (2022). “Moldova lags behind in achieving gender equality in all spheres of life according to the UN Moldova Country Gender Assessment” Available at: https://moldova.unfpa.org/en/news/moldova-lags-behind-achieving-gender-equality-all-spheres-life-according-un-moldova-country. Consulted on July 24 2023. 
    10. UNICEF – Moldova. Education. Available at: https://www.unicef.org/moldova/en/what-we-do/education. Consulted on July 24 2023.
    11. Yes Theory (2022). Traveling to the “Worst” Country in Europe. YouTube. https://www.youtube.com/watch?v=_T2Avd3tFHc

    Education Monitor: Around The Globe between the 16th and 31st of July, 2023

    Broken Chalk proudly presents the nineth edition of “Education Monitor: Around the Globe” between the 16th and 31st of July, 2023. Broken Chalk aims with this letter to increase public awareness of  Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.

    You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition.

    To Download it as pdf : Education Monitor: Around The Globe between the 1st and 15th of June, 2023

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

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

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

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

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

    Indigenous Languages: An extinction of interwoven narratives

    Written by Caren Thomas

    The world is a mosaic of culture and diversity. However, there is a continuous depletion in the inclusion of indigenous languages within this mosaic. The way in which conversation revolves around indigenous languages shows us that universality continues to remain a mirage.

    We need to recognise the beauty and enrichment that comes from these languages. It spreads awareness about the language, cultures and traditions. Indigenous languages inform us about a community that has been wiped from the face of the earth. Indigenous languages contain intricate threads that help weave together identities and histories. The presence of the rich cultural heritage and other vibrant expressions and traditional knowledge in the form of ancestral wisdom from these indigenous languages recognises the need to be preserved and revitalised.

    Revival of what is lost helps develop identities of potential persons who belong to these communities and are unaware of the same. Society must realise that recognition and revival of indigenous languages go beyond linguistic diversity. Acknowledging these indigenous languages is a sign of recognising and respecting the presence of these otherwise unknown communities. Furthermore, it is a recognition of the rights and contributions of the people within these indigenous communities.

    The UN Declaration on the Rights of Indigenous Peoples clearly indicates, particularly through Article 13, the right to languages as a right for indigenous peoples. Boosting this element among indigenous communities enhances their position in the political, economic, social and cultural spheres. This will be a step closer to ending all forms of discrimination and eliminating much of the oppression and marginalisation they encounter daily. All indigenous peoples are entitled to all human rights recognised under international law. It needs to be reaffirmed that there is no discrimination regarding the promotion and protection of the rights of indigenous peoples. 

    Your language is a part of your identity, and eradication of this due to various circumstances, including but not limited to colonialism, forced assimilation, and the influence of other dominant languages, is a devastating blow to the overall growth of the individual and the concerned indigenous communities.

    Revival of these indigenous languages is necessary for the upbringing and education of the children within these communities. This will also ensure it is in line with the rights of the child. This will also help achieve a cultural resurgence. However, there is a decline in the transmission of indigenous languages from one generation to the next generation. It may always remain a missing piece in the narrative.

    How do we take this leap towards achieving universality regarding indigenous languages? As a society, we must establish worthwhile and sustainable solutions that future generations can carry out to avoid the further extinction of indigenous languages. Even though there are treaties and agreements, States must maintain a positive partnership with these indigenous peoples. Steps must be taken to encourage intergenerational transmission of Indigenous languages. This would help empower younger generations to reconnect with their ancestral background through their linguistic roots. This will ensure that these interwoven narratives will help create a leap towards universality and may flourish for years to come.

    Photo by Ken Kahiri on Unsplash

    Educational Challenges in Denmark

    Written by Camille BOBLET—LEDOYEN

    “Yes, Denmark may have the laurel of the happiest country in the world, but that does not mean that, as in every capitalist economy, everybody is happy.”[1]

    Michael Roberts, 2022.

    Education is a vital pillar of a nation’s development, and Denmark is renowned for its strong commitment to providing high-quality education. However, like any other country, Denmark faces its own challenges within its educational system. This article will explore the significant academic challenges that Denmark has encountered, examining their causes and potential solutions. The challenges facing the Danish education system undermine the idea of an open, inclusive society promoted in the 1980s and 1990s: the complex integration of ethnic minorities living in urban ghettos (Human Right Watch, 2021)[2]; the gradual deconstruction of the welfare state, to which Helle Thorning-Schmitt’s left-wing government made a major contribution between 2011 and 2014; a growing school malaise, with a school population that is either dropping out or depressed. Today, Denmark remains divided between two main trends: historical isolationism, which has seen Denmark withdraw from the European concert in recent centuries, skeptical of European integration (along with France, Denmark was one of the countries to reject the 2005 Lisbon Treaty in a referendum); progressive integration, with a membership of NATO and the Common Market, and the promotion of economic liberalism. The issue of migrant reception crystallizes this division in Danish society: the current government’s desire to transfer asylum seekers to a “third country” is a sign that historical isolationism is gaining ground.

    Children attend support lessons. Photo by Magnus Fröderberg

    Education System

    Denmark’s education system has witnessed ongoing debates regarding assessment methods and standardization. Critics argue that the emphasis on standardized testing and rigid curriculum frameworks can limit teachers’ autonomy and creativity, leading to a narrow focus on exam preparation. There is a growing recognition of the need for a more holistic approach to assessment, encompassing students’ diverse skills and abilities. Recent reforms have aimed to reduce the reliance on high-stakes testing and promote more formative and individualized assessment practices.

    Classes in Denmark generally have no more than twenty pupils, and schools are financed by local taxes, which can lead to greater or lesser territorial disparity. The 2013 reform increased school hours from 21 to 30 per week, and teachers were encouraged to spend more time at school. The April 2013 reform took place against a backdrop of strikes but finally came into force at the start of the September 2014 school year. The difficulties encountered by public schools (longer working hours for teachers with no salary compensation, a curriculum that depends on the region) have favoured private schools: today, 15% of Danish pupils attend private classes.[3].

    Smooth transitions between different educational levels can significantly impact student success. Denmark faces challenges in ensuring a seamless transition from primary to secondary education and from secondary to higher education or vocational training. Inconsistencies in curriculum alignment, lack of guidance and counselling, and limited cooperation between educational institutions have been identified as obstacles. Efforts to enhance coordination, establish clear pathways, and provide comprehensive support during transitional phases are essential to address this challenge.

    Also, while Denmark has made significant progress in digitalizing its education system, there are still challenges to overcome. Access to digital resources, teacher professional development, and the digital divide among students require attention. Ensuring equitable access to technology, providing training to educators, and integrating digital tools effectively into the curriculum are crucial steps to harness the potential of technology in enhancing learning outcomes.

    While Denmark offers free tuition for Danish and EU/EEA students, there are still financial considerations and costs associated with higher education. While tuition fees are generally covered for Danish and EU/EEA students, the cost of living can be a significant financial burden. Expenses such as accommodation, food, transportation, and study materials can add up, particularly for students who need to relocate or live in high-cost areas such as Copenhagen. These living expenses can create challenges for students from low-income backgrounds. Non-EU/EEA students are required to pay tuition fees to study in Denmark. These fees can vary depending on the institution, program, and level of study. The tuition fees for non-EU/EEA students can be substantial, making it difficult for some individuals to afford higher education in Denmark. However, it is essential to note that Denmark offers a range of scholarships and grants to support international students, mitigating some of the financial barriers. Finding affordable and suitable housing can be challenging for students, especially in cities with high rental prices. Accommodation costs can consume a significant portion of a student’s budget, leaving limited funds for other essential expenses. To address this issue, Denmark provides student housing options at affordable rates through housing associations, student dormitories, and rental subsidies. However, the demand for student housing often exceeds the available supply, creating additional challenges for students.

    Mental Health

    The mental health of Danish schoolchildren is a major concern. According to a report by the Human Practice Foundation and a second by the OECD (Learning Compass 2030),

    “The treatment of children with stress increased by 900% from 1995-2015. Studies also show a clear correlation between children who are unhappy/discontented and absenteeism/learning patterns. This contributes to the fact that in 2018 32% of Danish students nationally were not deemed ready for higher education in eighth grade and that in 2019 10% of the students in the ninth grade did not complete the primary school’s mandatory exams.”[4]

    The significant increase in the treatment of children with stress suggests a growing prevalence of stress-related issues among Danish students. Factors such as academic pressure, social expectations, and personal challenges contribute to heightened stress levels. These stressors can impact students’ well-being, engagement, and academic performance. The statistic indicating that 32% of Danish students were not deemed ready for higher education in eighth grade highlights a significant challenge in preparing students for future educational pursuits. This readiness is crucial for smooth transitions and successful academic trajectories beyond primary school. Factors such as academic preparation, skill development, and socio-emotional well-being play a role in students’ readiness for higher education.

    A reading room in the State and University Library (Statsbiblioteket- now Royal Danish Library) in Aarhus, Denmark. Photo by ©Villy Fink Isaksen, Wikimedia Commons, License cc-by-sa-4.0

    Socio-economic Disparities

    One significant challenge in Danish education is socioeconomic disparities, which can impact student achievement and perpetuate social inequality. Research has shown that students from disadvantaged backgrounds tend to have lower educational outcomes compared to their more privileged counterparts. Factors such as parental education, income, and cultural capital play a crucial role in shaping a student’s educational trajectory. To address this challenge, Denmark has implemented various initiatives, including targeted support programs for vulnerable students, increased access to early childhood education, and reforms aimed at reducing educational inequality.

    Socioeconomic disparities can also influence students’ cultural capital, which refers to the knowledge, skills, and behaviours that are valued in the educational system, albeit not Danish specificity per se. Students from disadvantaged socioeconomic backgrounds tend to have lower academic achievement than their more affluent peers. This achievement gap manifests in various ways, including lower test scores, higher dropout rates, and reduced access to higher education. Socioeconomic factors such as parental education, income, and occupation significantly influence a student’s academic performance and educational outcomes. Early childhood education is crucial in laying the foundation for a child’s educational journey. However, socioeconomic disparities often result in unequal access to high-quality early education. Children from disadvantaged backgrounds may have limited access to preschool programs, which can affect their readiness for formal schooling. Denmark has implemented initiatives to increase access to early childhood education, such as providing subsidies and support for vulnerable families. However, there is still a need for further efforts to ensure equal opportunities for all children. Students from disadvantaged backgrounds may face limited access to educational guidance and support systems, including career counselling and tutoring services. This lack of support can hinder their educational and career aspirations. Providing comprehensive guidance and support services to students, particularly those from disadvantaged backgrounds, can help level the playing field and enhance their educational opportunities.

    “Across most OECD countries, socio-economic status influences learning outcomes more than gender and immigrant status. In Denmark, the proportion of children from the bottom quartile of the PISA index of economic, social and cultural status (ESCS) achieving at least PISA level 2 in reading in 2018 was 22% lower than that of children from the top ESCS quartile, a smaller share than the OECD average of 29%.”[5]

    Integration of Immigrant Students

    The integration of immigrant students in Denmark is a critical aspect of the Danish education system.

    Denmark has experienced an influx of immigrants and refugees in recent years, which has presented challenges in integrating these students into the education system. Language barriers, cultural differences, and limited educational backgrounds can hinder the academic progress of immigrant students. Denmark has implemented strategies such as language immersion programs, intercultural awareness training for teachers, and initiatives to promote multicultural understanding among students to address this issue. Immigrant students may face educational gaps due to differences in curriculum, educational systems, or limited educational opportunities in their countries of origin. To address these gaps, Denmark has implemented bridge programs that provide additional academic support and resources to help immigrant students catch up with their peers. These programs focus on core subjects and provide individualized assistance to ensure a smooth transition into the Danish educational system. However, further efforts are needed to enhance integration and provide equal educational opportunities for all students.

    The biggest problem for the integration of foreign immigrant students is the gradual abandonment of the policy of openness and inclusiveness that made Denmark a dynamic country. Far-right and conservative parties are scoring historically high: the nationalist Danish People’s Party was a coalition government member from 2001 to 2011 and from 2015 to 2019. This has led the liberal-conservative right to move closer to far-right themes by proposing a policy of defiance towards immigration. In a sign of distrust of European integration, a referendum was held in December 2015 on Denmark’s continued membership of Europol (confirmed by a slight majority of 53%). Since 2019, although the far right is not a member of the coalition government, the executive led by Mette Frederiksen has pursued a harsh nationalist immigration policy.[6].

    Economic Challenges

    Spending on social protection in Denmark is among the highest in the OECD but still lags behind countries such as Belgium, France and Finland. In fact, it’s not a question of spending but of the willingness to continue spending on social protection. Like many countries, Denmark faces a shortage of qualified teachers, particularly in certain subject areas and remote regions. The profession’s low attractiveness, heavy workload, and limited career advancement opportunities have contributed to this challenge. The Danish government has taken steps to address this issue, including increasing teacher salaries, providing professional development opportunities, and implementing recruitment campaigns. However, sustained efforts are necessary to attract and retain talented educators, ensuring a high-quality teaching workforce nationwide. Textbooks, course materials, and other study resources can be costly for students, particularly in fields that require specialized materials or equipment. The expense of study materials can pose a financial challenge, especially for students from low-income backgrounds who may struggle to afford these additional costs. Access to libraries, online resources, and institutional support for affordable study materials can help alleviate this barrier.

    The issue is that Denmark has gradually deconstructed its welfare state. The Danish welfare state is not socialist or even communist in inspiration but liberal. Social protection is based on a universal model, i.e., it benefits all citizens without any prior income condition, as is the case in the Beveridgian or French welfare state system.[7]. The idea is to facilitate the integration of individuals into the capitalist market: not to reduce inequalities but to promote equal opportunities. Inequality reduction ultimately aims for the total extinction of pauperism, while equal opportunity aims to grant citizens a certain number of similar rights. Denmark’s neoliberal shift is part of a Scandinavian neoliberal shift of the 2010s. The Danish executive has chosen to “empower” its citizens by tightening access to social benefits. In the case of Danish students, for example, benefits for students with learning difficulties have been abolished altogether.  

    The campus area of the Danish Design School photographed in 2010 while it was located in the former buildings of the Finsen Institute at Strandboulevarden in the Østerbro district of Copenhagen. Photo by Danmarks Designskole – The Danish Design School.

    Conclusion and Recommendations

    Denmark’s commitment to education is commendable, but it faces several challenges that require attention and targeted interventions. Addressing socioeconomic disparities, integrating immigrant students, attracting and retaining qualified teachers, reforming assessment practices, facilitating smooth transitions, and leveraging technology are critical focus areas.

    Finding affordable and suitable housing can be a challenge for students, especially in cities with high rental prices. Accommodation costs can consume a significant portion of a student’s budget, leaving limited funds for other essential expenses. To address this issue, Denmark provides student housing options at affordable rates through housing associations, student dormitories, and rental subsidies. However, the demand for student housing often exceeds the available supply, creating additional challenges for students.

    Increasing access to mental health services, providing comprehensive counselling programs, and integrating mental health education into the curriculum can help address stress-related issues and support students’ emotional well-being. Fostering a positive and inclusive school environment through anti-bullying initiatives, promoting social-emotional learning, and implementing effective behaviour management strategies can contribute to improved student happiness and engagement. Equipping teachers with training and professional development opportunities focused on mental health support, classroom management strategies, and fostering positive learning environments can enhance their ability to address student well-being and learning needs effectively. Given the scale of the problem, the Danish government should set up a dedicated budget to deal with the profound malaise of its pupils. More psychiatrists, reeducation of school time and fewer lectures are possible solutions.

    Ongoing challenges persist in integrating immigrant students into the Danish educational system. Continued investment in language programs, intercultural training, tailored support services, and community engagement will further strengthen the integration of immigrant students and promote educational success and social cohesion in Denmark. Maintaining a policy of openness and inclusiveness must be a top priority for public authorities.

    Addressing socioeconomic disparities in the Danish educational system requires a multi-faceted approach that focuses on providing equal opportunities, enhancing access to resources, and promoting inclusive practices. This involves implementing targeted support programs for vulnerable students, investing in high-quality early childhood education, improving infrastructure and resources in disadvantaged schools, expanding access to guidance and support services, and fostering a culture of high expectations and educational aspirations for all students.

    By addressing these challenges, Denmark can further enhance its education system, foster equal opportunities for all students, and prepare its youth for the demands of the 21st century.

     

    REFERENCES

    Organization of Economic Cooperation and Development, “Denmark: ensuring equal opportunities for students across socio-economic backgrounds”, Education at a Glance 2021 : OECD Indicators, OECD, 2021.

    Human Practice Foundation, “Main challenges and barrier to education in Denmark”, Human Practice Foundation, December 2021.

    Roberts, Michael, “Denmark : the happy social-democrat model?”, Counterfire, November 2022.

    Marcellin, Anastasia, “Why Denmark’s vaunted school system is showing signs of wear”, The Local, July 2019.

    Math, Susheela, “Denmark’s “Ghetto Package” and the intersection of the right to housing and non-discrimination”, Human Rights Watch International, March 11th, 2011.

    [1] Roberts, Michael, “Denmark : the happy social-democrat model?”, Counterfire, November 2022.

    [2] Math, Susheela, “Denmark’s “Ghetto Package” and the intersection of the right to housing and non-discrimination”, Human Rights Watch International, March 11th, 2011. “Thousands of people across Denmark face eviction from their homes under the country’s “Ghetto Package,” which seeks to “eradicate” “ghettos” by 2030.  The State distinguishes “ghettos” from other areas with the same socio-economic factors on the basis that the majority of residents are of what it calls “non-Western background.” (literatim).

    [3] Marcellin, Anastasia, “Why Denmark’s vaunted school system is showing signs of wear”, The Local, July 2019.

    [4] Human Practice Foundation, “Main challenges and barrier to education in Denmark”, Human Practice Foundation, December 2021.

    [5] Organization of Economic Cooperation and Development, “Denmark: ensuring equal opportunities for students across socio-economic backgrounds”, Education at a Glance 2021: OECD Indicators, OECD, 2021.

    [6] The Danish government wants asylum seekers to be systematically sent to a third country (preferably far from Denmark: that’s the subtext) while their application is processed.

    [7] In the Beveridgian system, social benefits are granted according to the needs of each social category, not indiscriminately. This system is the basis of social protection in France.