Broken Chalk is a non-profit organisation with one main goal – To protect human rights in education. The organisation started with a website and articles and is currently working on multiple projects, each aiming to fight human rights violations in the educational sphere. As the UPR is related to human rights violations, inequalities, human trafficking, and other violations, Broken Chalk prepares this article for the 45th session regarding Malta.
The principles, aims, objectives, and regulations of the education system in Malta are laid down in Education Acts Chapters 327 and 605 of the Laws of Malta and pegged to the Malta Qualifications Framework for Lifelong Learning. State, Church and Independent schools provide education. It comprises childcare (for children 0-3 years old), two years of kindergarten (for 3-5-year-olds), 11 Years of compulsory education including six years of Primary school (mainly for 5-11-year-olds), a 2-year orientation cycle (middle school, for children aged 11-13) and a 3-year cycle of specialisation (secondary school, for children aged 13-16-year-olds), during which students pursue academic or vocational subjects.
Malta is committed to providing quality education for its population. However, like many countries, Malta faces educational challenges that impact the effectiveness and inclusivity of its education system. Recognising and addressing these challenges is crucial for fostering an equitable and high-quality education system that prepares students for the demands of the modern world.
Broken Chalk is a non-profit organisation with one main goal – To protect human rights in education. The organisation started with a website and articles and is currently working on multiple projects, each aiming to fight human rights violations in the educational sphere. As the UPR is related to human rights violations, inequalities, human trafficking, and other violations, Broken Chalk prepares this article for the fourth Cycle and the specific country – the Republic of Senegal.
This report will provide an update on the previous issues related to education, plus recommendations on how to deal with new ones.
The European Commission has adopted its 2022 Enlargement Package, which evaluates the progress made by the Western Balkans and Turkey on their path toward EU membership. The Commission recommends granting candidate status to Bosnia and Herzegovina, contingent upon their implementation of measures to strengthen democracy, uphold the rule of law, combat corruption, and safeguard media freedom.
State of the EU: MEPs debate about the EU’s most immediate challenges. Photo by European Parliament
The Commission highlights the significance of EU enlargement as a long-term investment in peace and stability. Montenegro needs to address rule of law concerns, while Serbia should establish a government committed to EU reforms. Albania and North Macedonia must intensify their efforts in upholding the rule of law, combating corruption, and fighting organized crime.
Kosovo should enhance democracy and combat corruption, while Serbia and Kosovo are expected to engage in constructive dialogue to normalize their relations. Turkey needs to address concerns regarding democracy, the rule of law, and fundamental rights, while respecting the sovereignty of EU member states.
The Council will now assess the Commission’s recommendations and decide on the subsequent actions to be taken.
Andorra, a small principality nestled in the Pyrenees mountains between France and Spain, faces several challenges in its education system. With a limited population, access to higher education can be restricted, and the linguistic diversity of Catalan, Spanish, and French poses difficulties for some students. The country also grapples with a teacher shortage, particularly in specialized subjects, and there is a need for more vocational training opportunities.
Achieving educational equity and modernizing teaching approaches are additional areas of concern.
However, Andorra strives to adapt its curriculum to meet the changing needs of the job market while providing a quality education for its students.
Present day Andorra has three official languages—Catalan, Spanish, and French—due to historical, cultural, and geographical influences. Catalan has a strong historical and cultural presence in the region, while the proximity to Spain and France has led to the adoption of Spanish and French as official languages. This linguistic diversity reflects Andorra’s cultural heritage, and the recognition of multiple official languages demonstrates inclusivity, preserves linguistic and cultural diversity, and ensures that the rights and identities of its inhabitants are respected. This language diversity can create challenges in the education system and other sectors of the country.
The linguistic diversity poses challenges as it requires educational institutions to accommodate all three languages to their curriculum and instruction. It can be demanding for students and teachers to become proficient in multiple languages and can result in a heavy workload.
Additionally, Andorra has a multicultural population, and students from various linguistic backgrounds may enroll in schools. This further adds to the language barrier, as students whose primary language is not one of the official languages may face difficulties in understanding and communicating effectively.
The language barrier in Andorra necessitates dedicated efforts to provide language instruction, resources, and support to ensure that all students have equal access to education and opportunities. It also presents opportunities for cultural exchange and multilingualism but requires careful planning and resources to address the challenges that arise due to the linguistic diversity.
Addressing the language-imposed educational challenges in Andorra requires a comprehensive and multifaceted approach. Firstly, investment in language support programs is crucial to assist students in developing proficiency in all three official languages. These programs should provide targeted language instruction, personalized tutoring, and access to language acquisition resources. By tailoring support to the specific needs of students, language barriers can be overcome, and students can improve their language skills. Secondly, providing ongoing professional development opportunities for teachers is vital. Teachers should receive training on effective language instruction strategies, techniques for incorporating language learning across the curriculum, and addressing the unique challenges faced by students from diverse language backgrounds. By equipping teachers with the necessary skills and knowledge, they can better support students in their language development journey. Additionally, curriculum adaptation is necessary to address the needs of students in a multilingual environment. The curriculum should be designed to foster language development in all three languages, ensuring that content is accessible and supportive of language learning. Incorporating culturally relevant materials and diverse perspectives can enhance students’ engagement and language acquisition.
Lastly, promoting equitable assessment practices is important to fairly evaluate students’ learning outcomes. Assessment methods should consider students’ language proficiency in multiple languages and account for their linguistic diversity. Providing clear guidelines and accommodations for students with different language backgrounds can ensure that assessments accurately reflect their knowledge and skills. Overall, creating an inclusive and supportive environment is crucial. It involves fostering a positive school culture that values linguistic diversity and provides opportunities for students to develop proficiency in multiple languages. By investing in language support programs, offering professional development for teachers, adapting the curriculum, and implementing equitable assessment practices, Andorra can address the language-imposed educational challenges and ensure that all students receive a quality education.
Reference:
Everything about education in Andorra. (2021, June 9). Les Bullideres. https://www.lesbullideres.com/post/about-education-in-andorra
This report drafted by Broken Chalk contributes to the fourth cycle of the Universal Periodic Review (UPR) for the Central African Republic. This report focuses exclusively on human rights issues in Central Africa Republic’s education field.
The Central African Republic, a landlocked country in the heart of Africa, stands among the world’s most impoverished nations. It grapples with a turbulent past marked by conflicts, instability, and mass displacement, which present significant obstacles to its peaceful progress. One of the pressing issues confronting the nation is the profound educational crisis it faces. Regarded as one of the most challenging environments for children to grow up in globally, the country is plagued by a critical problem of insufficient access to education that is both of high quality and safe.
Approximately two-thirds of children in the Central African Republic either do not attend school regularly or are deprived of educational opportunities.
In the previous UPR cycle, the Central African Republic was reviewed by UPR WG 31 in November 2018. It received 207 recommendations and supported 179 recommendations at the adoption of its UPR outcome at Human Rights Council 40 in March 2019 (an increase of 1% with respect to the 2nd cycle).
Supported recommendations relate to Legal and general framework of implementation, universal and cross-cutting issues, civil and political rights, economic, social, and cultural rights (including rights to education), women’s rights, and rights of other vulnerable groups and persons.
This report first explores the main issues in the educational field in the Central African Republic, reflecting on the recommendations the country received in the 3rd cycle UN UPR review in 2018 and its progress since. Finally, Broken Chalk offers some suggestions to the Central African Republic on further improving its human rights in the educational field.
As per the letter by the High Commissioner for Foreign Affairs[], issues were raised explicitly for the right to education, which included making necessary measures to ensure universal and free access to education, particularly for the most marginalised and disadvantaged populations.
Making efforts to improve school infrastructure and seeking the assistance of international partners to that end; tackling the root causes of school dropout; and implementing a social transfer scheme for the poorest households to ensure equitable access to education.
Making education and the restoration of the education system a priority in the peace and reconciliation initiatives, taking practical and adequate measures to prevent the parties to the conflict from requisitioning schools, and ensuring that demobilised child soldiers have access to education.
Adopting an inclusive education policy, particularly for girls, children with disabilities and indigenous children, and sustainably restoring access to education, including internally displaced children, by implementing non-formal education programmes.
Broken Chalk is a non-profit organization with one main goal – To protect human rights in the world of education. The organization started with a website and articles and is currently working on multiple projects, each aiming to fight human rights violations in the educational sphere. As the UPR is related to human rights violations, inequalities, human trafficking, and other violations, Broken Chalk prepares this article for the 45th session regarding Mauritius.
The education system in Chad, located in Central Africa, faces numerous challenges that hinder access to quality education. However, there are also some positive aspects worth considering. This article will discuss the issues and pros of the education system in Chad, along with lessons that other countries in the region can learn from Chad’s experiences.
Education plays a pivotal role in shaping the future of individuals and societies. In the case of Eritrea, a country with a complex history and a strong desire for progress, the educational landscape reflects both the challenges inherited from the past and the contemporary issues faced by its education system. By examining the historical context and the current challenges, we gain a comprehensive understanding of the obstacles that Eritrea must overcome to ensure equitable and quality education for its population.
Children waiting to go to class. Photo by Merhawi147
Historical Background
Eritrea’s educational system has evolved over time, deeply influenced by its colonial history and the struggle for independence. Under Italian colonial rule in the late 19th and early 20th centuries, education was limited to a privileged few, primarily aimed at serving the interests of the colonial administration. This approach excluded the majority of Eritreans from accessing quality education, perpetuating inequities.
After World War II, Eritrea came under British administration and later federated with Ethiopia in 1952. During this period, educational opportunities remained limited and largely inaccessible to the broader population. However, the armed struggle for independence led by the Eritrean People’s Liberation Front (EPLF) brought about significant changes. The EPLF established underground schools, known as “ma’htot,” which focused on preserving Eritrean identity, culture, and language. This movement laid the foundation for a more inclusive and culturally relevant education system.
Current Challenges
Inequitable Access to Education
One of the most pressing challenges in Eritrea is inequitable access to education. Geographical factors pose significant barriers, particularly in remote and rural areas. Limited infrastructure and transportation hinder the establishment and maintenance of schools, making it difficult for children to access education. For example, in the Gash Barka region, located in the western part of the country, the lack of schools and the long distances students have to travel to get to school prevent many children from attending classes regularly. Similarly, in the Southern region, children from nomadic communities face difficulties in accessing formal education due to their transient lifestyle and the absence of educational facilities in their migratory routes.
Economic Constraints and Affordability
Economic factors further exacerbate the challenges in the education system. Poverty, particularly prevalent in rural areas, makes it challenging for families to afford school-related expenses such as uniforms, books, and transportation costs. The financial burden restricts access to education, disproportionately affecting vulnerable populations and perpetuating cycles of poverty and inequality. For instance, in the Anseba region, impoverished families struggle to cover essential educational expenses, leading to higher dropout rates among children from low-income backgrounds. Similarly, in urban areas such as Asmara, high living costs make it difficult for families to allocate sufficient resources for education, hindering access to quality schooling.
Gender Disparities
Eritrea faces gender disparities in access to education. Deep-rooted cultural norms and expectations often prioritize boys’ education over girls’, leading to lower enrollment rates for girls. Early marriage and assigned domestic responsibilities limit girls’ educational opportunities. Early marriage is prevalent in some areas, such as the Debub region, and girls are often forced to drop out of school at a young age, hindering their educational advancement. Furthermore, societal perceptions of traditional gender roles contribute to girls’ limited educational and career opportunities, constraining their full potential and undermining efforts to achieve gender equality in education.
The cloister of the Catholic Cathedral in Asmara hosts a large school. Photo by David Stanley.
Quality of Education
The quality of education in Eritrea is a significant concern. Insufficient numbers of qualified teachers, especially in rural areas, contribute to inadequate learning experiences. Teachers’ lack of professional development opportunities further hampers their ability to deliver quality instruction. The absence of essential resources such as textbooks, learning materials, and proper infrastructure also impacts the overall learning environment. In the Maekel region, for example, overcrowded classrooms and a shortage of trained teachers compromise the quality of education and hinder students’ learning outcomes.
Limited Access to Higher Education
Access to higher education is limited in Eritrea. The scarcity of universities and highly competitive admission processes restrict the number of students who can pursue tertiary education. This limitation impedes the development of a skilled workforce and hampers the country’s progress towards a knowledge-based economy. For instance, in the Central region, where the capital city Asmara is located, the few available spots in universities cannot accommodate the growing number of qualified students seeking higher education, leading to a significant gap between the demand and supply of tertiary education opportunities.
Conclusion
The educational challenges in Eritrea are deeply rooted in historical factors and compounded by current issues. Inequitable access, economic constraints, gender disparities, poor quality of education, and limited access to higher education continue to hinder the development and progress of the country’s education system. These challenges require urgent attention and comprehensive solutions. By addressing the underlying causes, investing in infrastructure, promoting gender equality, and improving the quality of education, Eritrea can pave the way for a more inclusive and effective education system that empowers its citizens and supports the country’s long-term development goals.
The situation in Haiti conveys the systematic and deep-rooted relationship between colonialism and the development of a state. Haiti is considered the poorest state in the western hemisphere, a fact which has a tremendous impact on access to education. The lack of economic development can be traced back to Haiti’s colonial times. The former French Colony liberated itself from its empire in 1791, being the first state to achieve independence from a modern colonial power. Regardless, the Republic of Haiti was forced after achieving its independence to pay the French state for war compensation, leading to a national debt that was finally paid in 1947[1]. Given the newly established state’s focus on paying its former colonizer, power imbalances remained alive, leading to an inability to further itself economically. Neocolonial patterns are still prevalent in today’s Haitian society, particularly relevant being the educational system created based on the French model.
Haiti’s history of slavery and revolution can explain the lacking mechanisms in the educational system. An outstanding number of the population lives below the poverty line (60%),[2] leading to the inability of a plethora of families to support their child’s education. Furthermore, the Haitian state lacks the necessary financial means to create appropriate educational infrastructure, such as employing staff and building institutions. The absence of resources led to mass privatization of the educational sector, with 85% of schools being private[3], funded by public figures, NGOs, and various corporations. Privatization further hinders access to education, given that most families cannot afford tuition fees. In the following article, I will further expand on the challenges children face in the Republic of Haiti, trying to unravel the main causes of said issues.
According to the Haitian Constitution, education is free and mandatory. The educational system is divided into the following stages[4]:
8 August 2012, 01:26; Source Flickr; Author Alex Proimos from Sydney, Australia
The dire economic situation in Haiti leads to two main issues: the government does not have enough funding to invest in infrastructure, and a majority of families cannot afford to keep their children in school, especially given that most educational institutions operate in the private sphere.
According to UNICEF Executive Director Catherine Russell’s declaration last month, half of Haiti’s population needs humanitarian assistance, including three million children[5]. Such assistance is needed in order to decrease the rate of food insecurity in the country, as well as to protect vulnerable categories, including children, in areas controlled by armed groups[6]. Almost a quarter of Haitian children suffer from malnourishment[7], a factor that strongly influences their ability to grow harmoniously and finish their education. Catherine Russell states that the present situation of Haiti represents a mix of political turmoil, effects of natural disasters, and various health care crises, including the most recent cholera outbreak[8]. Due to the ongoing food insecurity in the country, education remains low on the priorities list, with families doing their best to help their youngsters to survive.
The lack of educational facilities represents another repercussion of the dire economic situation in Haiti. Haiti ranks 177th out of 186 in the world for government spending on education[9], and at the moment, it does not have a plan for increasing the budget for education. The issue further increased by various natural disasters, such as the 2010 earthquake, that destroyed the infrastructure of a significant number of schools in the past.
Privatization of education and enrollment rates
Students from “République du Chili”, a school in Haiti. Photo by One Laptop per Child.
Education in Haiti is primarily private, with only 15% of schools being state-funded[10].
This comes as a surprise, given that the right to free education has been inscribed ever since the first Haitian constitution. Regardless of how small they are, the enrolment fees represent an impediment for many families trying to provide their children with the necessary education. On average, each family pays around 130 USD[11] per year to keep a single child in school, a sum that can represent a financial burden given that Haiti’s gross national income per capita was 1610 USD in 2022[12]. The average fertility rate is almost three children per woman[13], a fact that further hinders the capacity of parents to pay enrolment fees to private institutions. Furthermore, the education system relies on donations from various agencies, some of the most relevant being the World Bank, UNICEF, UNESCO, and the Caribbean Development Bank.
The Haitian government implemented a system of wavering tuition fees for students living in poverty, with funds being given to schools through state subsidies. Unfortunately, despite high hopes of reaching all children in public schools and around 70% of children in private institutions, the program stopped financing 1st and 2nd graders in 2015.[14]
Unfortunately, attendance rates are relatively low, especially after primary school, a phenomenon that could result from tuition fees. According to UNESCO, the primary school attendance rate is 86%, decreasing significantly to 28% for lower secondary schools and 21% for upper secondary schools[15]. Even more concerning is that the rate of compilation of primary school is only 54%[16]. The above data result in a dangerously low literacy rate, with only 60.7% of the population being able to read and write.[17] This decreases people’s ability to get employed and escape an ongoing cycle of poverty.
Therefore, access to education is constrained by the financial means of the families of the province. This is an actual impediment to ensuring that every child has the right to free education, a fact proven by the low completion rates in all stages of schooling. This is unfortunate, given that education represents one of the only ways the government can increase citizens’ living standards by ensuring that every child has an increased chance of escaping a vicious cycle of poverty caused by hundreds of years of colonial and neo-colonial ties and practices.
Impact of Natural Disasters (e.g. 2010 Earthquake)
A poor neighbourhood shows the damage after an earthquake measuring 7 plus on the Richter scale rocked Port-au-Prince, Haiti, on 2010. Photo by UN Photo/Logan Abassi United Nations Development Programme
Haiti is geographically located in an area prone to hydro-meteorological and geophysical hazards, which can have a catastrophic impact on infrastructure of all kinds. This is particularly dangerous given the lack of state funds to potentially repair the damage provoked by natural disasters.
The state of schools became even more precarious once a massive earthquake in 2010 took place, with 82% of schools, public and private, in the affected regions being damaged or destroyed[18]. To put things into perspective, the event was considered at the time the most significant national disaster registered in the Western Hemisphere[19], its repercussions are being felt to this day. Haiti received a significant amount of international assistance, with the international community donating almost 10 billion US $ for rebuilding[20], along with a massive influx of NGOs involved in various domains, from education to fair governance.
A similar scenario occurred in August of 2021, when a magnitude of 7.2 earthquake affected roughly 340,000 and destroyed or damaged 1250 schools, according to UNICEF data.[21] What is even more worrisome is that six months after the catastrophe, 4 out of 5 damaged schools were not rebuilt[22]. This led to two scenarios: either children were forced to study in spaces that endangered their health and physical well-being, in buildings not entirely safe for use, or they had to put their studies on hold until the rebuilding of their educational institution. Regardless of the scenario, children were discouraged from continuing their studies, even more so than by the ever-present tuition fees.
As presented above, the educational system is lacking in many areas, leading to a dangerous situation for the development of many children in the Caribbean state. The reality of Haiti is a complex one; the colonial past of the country still has a significant impact on the level of development of the country. There is no fixed solution for today’s issues in Haitian society, but acknowledging the influence of colonialism represents a first step towards creating a more targeted action plan for Haiti. As presented above, the educational system is lacking in many areas, leading to a dangerous situation for the development of many children in the Caribbean state.
Broken Chalk proudly presents the seventh edition of “Education Monitor: Around the Globe” between the 16th and 30th of June, 2023. Broken Chalk aims with this letter to increase public awareness of Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.
You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition.
Broken Chalk Platform, in March 2019, was founded by a group of educators abroad who experienced and have been experiencing severe human rights violations in Turkey and had to ask for asylum currently in several countries.
These education volunteers also suffered greatly and started their new lives in their new countries without human rights violations. They gained respect just because they were considered human beings in those countries. However, they left one part of their minds and hearts in their homeland. They assigned themselves a new duty, and the human rights violations they left behind had to be announced to the World. A group of education volunteers who came together for this purpose started their activities under the Broken Chalk platform’s umbrella. However, the Broken Chalk platform was not enough to serve their aims. Therefore, they completed their official establishment as a Human Rights Foundation in October 2020.
Broken Chalk is now much more than a platform, and we have reviewed and enlarged our vision and mission within this framework. Violations of rights would be the first in our agenda in the field of Education all over the World. At the point we reached today, Broken Chalk opened its door to all individuals from all across the globe, from all professions, and to all individuals who say or can say ‘I also want to stand against violations of human rights in Education for our future and whole humanity, where our generations grow up together.’
Education is essential because it can help us eliminate the evils from society, introduce, and increase the good. We want to draw the public’s and stakeholders’ attention to the fact that Education is in danger in several different parts of the World. The attacks are wide-reaching, from the bombing of schools to the murder of students and teachers. Raping and sexual violence, arbitrary arrests, and forced recruitment also occurred, instigated by armed groups. Attacks on Education harm the students and teachers but also affect the communities in the short and long term.
We invite all individuals who want to stop human rights violations in Education to become Volunteers at Broken Chalk.
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