Rumeysa Ozturk is among the 300 students to be deported for her advocacy for Gaza

By Lucia Grand & Edoardo Turco

Rümeysa Öztürk, a 30-year-old Turkish doctoral student at Tufts University, was abruptly detained on March 25, 2025, by plainclothes officers from the U.S. Department of Homeland Security (DHS) while walking to join friends for a Ramadan iftar dinner in Somerville, Massachusetts. The unsettling incident was captured on video and rapidly spread through mainstream media, sparking significant public concern. The footage revealed masked agents intercepting Öztürk, handcuffing her, and escorting her into an unmarked vehicle.

Öztürk had moved to the United States under an F-1 student visa, after previously earning a master’s degree from Columbia University and serving as a research assistant at Boston University. The day before her arrest, without any prior notification, DHS had revoked her visa based on allegations of her supporting Hamas, a political and militant organization in Gaza designated by the U.S. government as a foreign terrorist group. Despite these serious allegations, no tangible evidence has been provided to substantiate claims of Öztürk’s involvement in criminal activities or direct support of Hamas. Consequently, she has not been formally charged with any crime.

The allegations seem to stem primarily from an opinion piece co-authored by Öztürk and 32 other Tufts students, published in The Tufts Daily. In this article, the authors criticized Israel’s human-rights abuses in Gaza following the Hamas attacks against Israeli civilians on October 7, 2024, and urged the university to divest from companies linked to these practices. Although the piece did not contain explicit support for Hamas, Öztürk’s personal details were subsequently posted on “Canary Mission,” a controversial pro-Israel website that publicizes personal information about pro-Palestinian advocates, labeling them as antisemitic.

Immediately following her detention, Öztürk was moved from Massachusetts to an immigration detention facility in Louisiana, approximately 2,400 kilometers away from her residence. This relocation directly violated a judicial order requiring a 48-hour notice before moving detainees out of state, hindering her constitutional right to access legal counsel. Her lawyers and civil rights advocates have condemned the transfer, emphasizing that it obstructed her basic rights and due process protections. In response, U.S. government officials under the second Trump administration cited the Immigration and Nationality Act, stating it provides the State Department broad authority to deport non-citizens deemed adversarial to the nation’s foreign policy and national security interests. U.S. Secretary of State Marco Rubio publicly supported this interpretation, stating explicitly that visa and green-card holders could be deported for “virtually any reason.”

Öztürk’s detention reflects broader shifts in immigration enforcement under President Trump’s second term, which have seen intensified scrutiny of international students and residents expressing pro-Palestinian sentiments. Administration officials use extensive social media surveillance to flag individuals perceived as security risks, conflating nonviolent activism and political criticism of Israel with support for terrorism. Critics argue this practice dangerously blurs the distinction between legitimate free speech and violent extremism. Moreover, universities might lose government approval to enroll international students if they are perceived as lenient towards what authorities label extremist views, generating a climate of fear and self-censorship among scholars and administrators.

Furthermore, Trump’s January 2025 executive order pledging to combat antisemitism on campuses has heightened fears that any pro-Palestinian advocacy could provoke visa revocations and deportations. Multiple international students from prestigious universities, including Ivy League institutions, have similarly faced sudden visa cancellations after voicing support for Palestinian rights. Civil rights groups have widely criticized these measures as politically motivated and repressive, undermining democratic values of free speech and debate, and fueling a politics of fear intended to intimidate potential critics.

Currently, Öztürk remains detained in Louisiana, with her legal proceedings transferred from Massachusetts to Vermont. A federal judge in Vermont has temporarily halted her deportation, though her ultimate legal fate remains uncertain. The Turkish government is actively engaging in diplomatic efforts to secure her release and provide consular assistance.

The case of Rümeysa Öztürk raises profound concerns over freedom of expression, immigrant rights, and the increasingly politicized application of immigration laws. Amid deepening diplomatic ties between the U.S. and Israel under the Trump administration, her situation underscores a disturbing trend: human rights and personal freedoms risk becoming secondary to geopolitical alliances and political rhetoric, jeopardizing the fundamental principles of democracy and academic freedom.

Featured Photo by niu niu on Unsplash

 

UNIVERSAL PERIODIC REVIEW OF MALAWI

The following report has been drafted by Broken Chalk as a stakeholder contribution to the fourth cycle of the Universal Periodic Review [UPR] for Malawi. Broken Chalk’s main objective is to combat educational human rights violations, and the contents of this report and its recommendations will primarily focus on the Right to Education.

Malawi is a landlocked country located in Southeast Africa. Its economy is primarily based on agriculture, with tobacco being the main cash crop. Despite its small size, Malawi is rich in natural resources, including forests, wildlife, and minerals. However, the country faces several challenges, including poverty, food insecurity, inadequate infrastructure, and limited access to quality education.

According to the Education Act and the Constitution of Malawi, primary education in Government schools shall be free of tuition and available to all. Education is compulsory for every child below eighteen years of age. [i]

However, the reality is different. According to UNESCO, Malawi has a total of 4.5 million pupils enrolled in primary and secondary education. About 3.7 million (83%) of these pupils are enrolled in primary education. An estimated 11% of primary-age children are out of school, with poorer children most likely to fall into this category. [ii]

Based on the educational attainment of 15 – 24-year-olds in 2010, 5% received no education at all, 57% failed to complete primary school, 19% attended secondary school but failed to complete their secondary education, 7% completed secondary education, and 1% studied beyond secondary level. [iii]

The illiteracy rate is higher among women in Malawi, with about 34.1% of females being illiterate compared to 28.4% of males. In rural areas, female illiteracy can reach as high as 35.2%. [iv]

UNESCO estimates that learning poverty—defined as the proportion of children unable to read and understand an age-appropriate text by age 10—is alarmingly high across sub-Saharan Africa, with estimates around 89%. [v]

Additionally, among those who transition to secondary education, only about 54% pass the Malawi School Certificate of Education (MSCE) examinations, which is an extremely low pass rate. [vi]

The report will evaluate the challenges and commitments made by Malawi in the 3rd cycle and provide recommendations based on primary and secondary research, including a qualitative interview.

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References

[i] Government of Malawi, The Constitution of the Republic of Malawi, 1994, accessed November 20, 2024, https://malawilii.org/mw/legislation/consolidated-act/constitution-republic-malawi. 

[ii] Ripple Africa. “Education in Malawi Africa.”  Accessed November 17, 2024. https://rippleafricausa.org/project/education-in-malawi-africa/  

[iii] Ibid  

[iv] DVV International. “The Painful Hefty Price for Illiteracy.” Accessed November 20, 2024. https://www.dvv-international.mw/malawi/news/article/the-painful-hefty-price-for-illiteracy  

[v] UNESCO IICBA. “Malawi.” Accessed November 10, 2024. https://www.iicba.unesco.org/en/malawi  

[vi] USAID. “Education Fact Sheet 2021.” Accessed November 15, 2024. https://www.usaid.gov/sites/default/files/2022-05/Education-Fact-Sheet-2021.pdf  

Featured Photo by Stuart Malcolm on Flickr

UNIVERSAL PERIODIC REVIEW OF LIBYA

The following report has been drafted by Broken Chalk as a stakeholder contribution to the fifth cycle of the Universal Periodic Review [UPR] for Libya. As Broken Chalk’s focus is on combating human rights violations within the educational sphere, the contents of this report and the following recommendations will primarily focus on the Right to Education.

Libya’s education system comprises nine years of compulsory basic education, consisting of six years of primary education followed by three years of preparatory education. In secondary education, there are both general and specialised pathways, including, for example, vocational and technical schools. Furthermore, higher education is delivered through universities and higher technical and vocational institutes. [i]

Before 2011, Libya achieved near-universal enrolment in primary and secondary education. However, over the past decade, conflict and economic instability have severely impacted the education system, leading to damaged infrastructure, insufficient resources, and a shortage of qualified teachers. As of 2022, approximately 160,000 children and 5,600 teachers urgently require educational support. [ii]

The COVID-19 pandemic deepened Libya’s education crisis, with school closures starting in mid-March 2020. This disrupted access to learning for children already affected by conflict. At least 165,000 children require access to schooling, and the lack of digital infrastructure, compounded by limited internet connectivity, leaves vulnerable groups, such as internally displaced children and migrants, disproportionately affected. [​iii]

Despite Libya’s high enrolment rates in primary and secondary education, significant disparities persist, particularly among marginalized groups. Children with disabilities encounter substantial barriers to accessing education, including inadequate infrastructure and limited specialized support.

Approximately 27,500 migrant and refugee children face obstacles such as a lack of documentation, language differences, and discrimination, which hinder their educational opportunities. [iv] Additionally, children in conflict-affected areas suffer from damaged infrastructure and limited access to learning materials, further impeding their academic prospects. [v]

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References

[i] Scholaro. “Education System in Libya.” Accessed November 17, 2024. https://www.scholaro.com/db/Countries/Libya/Education-System. 

[ii] REACH Initiative. “Barriers and Enablers to Education in Libya – Situation Overview, April 2024.” ReliefWeb. May 7, 2024. Accessed November 17, 2024. https://reliefweb.int/report/libya/barriers-and-enablers-education-libya-situation-overview-april-2024. 

[iii] UNICEF. Humanitarian Action for Children: Libya 2021. UNICEF, 2021. https://www.unicef.org/appeals/libya. 

[v] REACH Initiative. “Barriers and Enablers to Education in Libya – Situation Overview, April 2024.” ReliefWeb. May 7, 2024. Accessed November 17, 2024. https://reliefweb.int/report/libya/barriers-and-enablers-education-libya-situation-overview-april-2024. 

Featured Photo by Windsorguy770 on Flickr

UNIVERSAL PERIODIC REVIEW OF LIBERIA

The following report has been drafted by Broken Chalk as a stakeholder contribution to the fourth cycle of the Universal Periodic Review [UPR] for Liberia. As Broken Chalk’s focus is on combating human rights violations within the educational sphere, the contents of this report and the following recommendations will focus on the Right to Education.

Liberia’s education system is structured into six subsectors: early childhood education (ECE), basic education (primary, junior secondary, and adult education), senior secondary education (academic and technical), junior colleges and post-secondary institutions, universities and colleges, and intermediate institutions for teacher and vocational training. The system follows a 3 9 3–4 structure, comprising three years of ECE, nine years of basic education (six years of primary education and three years of junior secondary education), three years of senior secondary or vocational education, and four years of tertiary education. Basic education is offered free of charge, but challenges remain in ensuring access and quality across all levels. [i]

Liberia’s education system, governed by the Ministry of Education, has improved access through school construction and teacher training initiatives; however, disparities persist, particularly between urban and rural areas. Notably, primary enrolment in rural areas is 27.2%, significantly lower than the 40.7% in urban areas, due to limited infrastructure and teacher shortages in remote regions. [ii]

The education sector has seen notable gains in student enrolment at the primary level and in girls’ access to schooling, thanks to policy reforms aimed at gender inclusivity and reducing dropout rates. However, variability in educational quality and resources continues to affect academic outcomes nationwide. [iii]

A significant step forward has been Liberia’s commitment to global education standards, aligning its goals with Sustainable Development Goal (SDG) 4 for quality and inclusive education. This focus is evident in recent efforts to reform the curriculum and adapt school infrastructure to support inclusive learning environments better. [iv]

The COVID-19 pandemic exposed digital access and resource challenges, impacting learning continuity. The government’s response included remote learning initiatives, but resource gaps revealed the need for further digital investment. [v]

Despite these challenges, Liberia’s dedication to improving educational access and quality is evident in its ongoing reforms. Continued investment and international support are essential to building on this progress and addressing areas where access to education remains limited. [vi]

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References

[i] UNESCO, Education Sector Analysis 2022: Republic of Liberia (Paris: UNESCO, 2022), https://unesdoc.unesco.org/ark:/48223/pf0000383314. 

[ii] International Institute for Educational Planning, Education Sector Analysis: Republic of Liberia (Paris: UNESCO, 2022), https://www.iiep.unesco.org/en/publication/education-sector-analysis-republic-liberia. 

[iii] World Bank. Education Sector Analysis 2022: Republic of Liberia. Washington, DC: World Bank, 2022. https://documents1.worldbank.org/curated/en/edu-liberia-analysis. 

[iv] United Nations, The Sustainable Development Goals Report 2022 (New York: United Nations, 2022), https://unstats.un.org/sdgs/report/2022/. 

[v] Ministry of Education, Republic of Liberia, and World Bank, Education Sector Analysis: Republic of Liberia (Monrovia: Ministry of Education, 2016), https://documents1.worldbank.org/curated/en/481011575583469840/pdf/Liberia-Education-Sector-Analysis.pdf. 

[vi] ibid 

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UNIVERSAL PERIODIC REVIEW OF JAMAICA

Jamaica faces significant challenges regarding poor educational outcomes, which have serious consequences for both individual opportunities and the nation’s development. Although there has been an increase in access to education, particularly at the primary level, notable disparities persist, resulting in inadequate learning outcomes for many students. [xiii]

The PISA 2022 results reveal a troubling situation regarding Jamaican students’ performance when compared to OECD averages. In mathematics, 15-year-olds in Jamaica scored 377 points, which is considerably lower than the OECD average of 472 points. Likewise, reading scores averaged 410 points, compared to 476 points in OECD countries, and science scores averaged 403 points versus 485 points in OECD countries. These significant gaps highlight a systemic issue that warrants immediate attention. [xiv]

The low levels of proficiency further highlight the seriousness of the issue. Only 26% of Jamaican students achieved at least Level 2 proficiency in mathematics, indicating a critical lack of basic math skills and understanding. The nearly complete absence of high achievers in mathematics (Levels 5 or 6) is especially concerning, with virtually no Jamaican students reaching these levels. [xv]

Other variables also contribute to these unsatisfactory outcomes. A considerably more significant percentage of Jamaican students reported feeling unsafe at school compared to their OECD counterparts: 22% on their way to school (OECD: 8%), 16% in classrooms (OECD: 7%), and 25% in other areas of the school (OECD: 10%). The extended school closures due to COVID-19, which impacted 76% of Jamaican students for over three months compared to 51% in OECD countries, likely worsened these issues. Even with high pre-primary education attendance rates (96% compared to 94% in OECD countries), the high-grade repetition rate (20% versus 9%) suggests inherent problems within the education system. [xvi] 

To address the low quality of education, Jamaica’s government has implemented several strategies, including the creation of a National Standards Curriculum (NSC) designed to enhance the quality of teaching and learning at all educational levels. This curriculum emphasises competency-based learning, incorporates technology, and fosters critical thinking skills. However, the execution and effectiveness of the NSC vary across schools and regions, influenced by factors such as resource availability and teacher training. [xvii]

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References

[xiii] Ibid 

[xiv]  OECD. PISA Database. Paris: OECD. Accessed November 15, 2024.  https://gpseducation.oecd.org/CountryProfile?primaryCountry=JAM&treshold=5&topic=PI 

[xv] Bose-Duker, Theophiline, Michael Henry, and Eric Strobl. “Child Fostering and the Educational Outcomes of Jamaican Children.” International Journal of Educational Development, vol.87, November 2021,https://doi.org/10.1016/j.ijedudev.2021.102483  

[xvi] OECD. PISA Database. Paris: OECD. Accessed November 15, 2024.  https://gpseducation.oecd.org/CountryProfile?primaryCountry=JAM&treshold=5&topic=PI 

[xvii] Powell, Sherila Elizabeth.  National Standards Curriculum Implementation and Implications for Effective Leadership and Organizational Change in a Group of Primary Schools in Jamaica.  Dissertation Manuscript, Unicaf University, March 2023.https://cdn.unicaf.org/websites/unicaf/wp-content/uploads/2024/06/Sherila-Elizabeth-Powell-FINAL-thesis.pdf 

[xviii] UNICEF Jamaica. Education Sectoral and DR+ (Thematic) Report: January – December 2018. March 2019.   

https://open.unicef.org/sites/transparency/files/2020-06/Jamaica-TP4-2018.pdf 

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UNIVERSAL PERIODIC REVIEW OF HONDURAS

The following report has been drafted by Broken Chalk as a stakeholder contribution to the fourth cycle of the Universal Periodic Review [UPR] for the Republic of Honduras. As Broken Chalk’s focus is on combating human rights violations within the educational sphere, the contents of this report and the following recommendations will primarily focus on the Right to Education.

The education system in Honduras is structured into four levels: pre-primary (pre-basic education for ages 3-6), primary (ages 6-14), secondary (ages 15-17), and higher education (including university). [i]

Articles 155 and 156 of the Honduran Constitution guarantee the right to education and academic freedom. Article 157 stipulates that education is to be funded entirely by the state, except for certain exceptions in higher education. Article 171 of the constitution mandates one year of pre-basic education and all intermediate education, totaling 10 years of mandatory education, which are to be provided entirely unburdened by the state. [ii] [iii]

The Secretaría de Educación (Education Secretariat) is tasked with managing and regulating all policies related to education, as well as overseeing the national education budget.

In recent years, the government has undergone reforms that have decentralized state funding of schools and educational programmes, instead delegating the funding responsibility to regional governments. [iv] This has led to increasing privatization of education in Honduras over the past two decades, where the government has struggled to meet the demand and needs of the population. [v]

The Honduran government has outlined a vision for the National Education System to be inclusive, effective, and efficient in meeting the nation’s needs, regardless of region, providing life training for citizens that enables them to build well-being and contribute to the nation’s sustainable development. [vi]

In 2019, Honduras received a grant of approximately $ 40 million from the World Bank as part of an early childhood development project. The project spans from 2020 to 2025 and includes building, expanding, and/or rehabilitating public preschool centers in 224 classrooms, providing training and support to over 2,000 teachers, and increasing community engagement in preschool education. The progress on the project as of October 2024 was “moderately satisfactory.” [vii] [viii]

Despite 10 years of mandatory, free education being available to Hondurans over the age of 25, the average number of schooling years is 6.4 years. Moreover, the out-of-school rate in Honduras is two and a half times the Latin American average in primary school and nearly four times the average in secondary school. While this issue is experienced nationwide, across demographic groups, low-income and rural communities are more affected. [ix]

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References

i  [i] Paz-Maldonado, E., H. Flores-Girón, and I. Silva-Peña. “Education and social inequality: The impact of covid-19 pandemic on the public education system in Honduras.” Education Policy Analysis Archives 29 (2021): 133 

[ii] “Honduras 1982 (Rev. 2013) Constitution – Constitute,” n.d. https://www.constituteproject.org/constitution/Honduras_2013. 

[iii] Murphy-Graham, Erin, Diana Pacheco Montoya, Alison K. Cohen, and Enrique Valencia Lopez. “Examining school dropout among rural youth in Honduras: Evidence from a mixed-methods longitudinal study.” International Journal of Educational Development 82 (2021): 102329. 

[iv] Levy, Jordan. “Reforming schools, disciplining teachers: Decentralization and privatization of education in Honduras.” Anthropology & Education Quarterly 50, no. 2 (2019): 170-188. 

[v] Edwards Jr, D. Brent, M. Moschetti, and Alejandro Caravaca. “Globalization and privatization of education in Honduras—Or the need to reconsider the dynamics and legacy of state formation.” Discourse: Studies in the Cultural Politics of Education 44, no. 4 (2023): 635-649. 

[vi] Secretaría De Educación. “INFORMACIÓN INSTITUCIONAL,” 2024. https://www.se.gob.hn/se-detalle-institucional/#section3. 

[vii] World Bank. “Early Childhood Education Improvement Project.” International Development Association, December 9, 2019. https://www.globalpartnership.org/node/document/download?file=document/file/2021-11-program-document-honduras.pdf. 

[viii] World Bank. “Honduras Early Childhood Education Improvement Project,” October 1, 2024. https://documents1.worldbank.org/curated/en/099100124074023054/pdf/P1691611cc18410e71b7a017bfe23868d22.pdf. 

[ix] Murphy-Graham, Erin, Diana Pacheco Montoya, Alison K. Cohen, and Enrique Valencia Lopez. “Examining school dropout among rural youth in Honduras: Evidence from a mixed-methods longitudinal study.” International Journal of Educational Development 82 (2021): 102329. 

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UNIVERSAL PERIODIC REVIEW OF CROATIA

Croatia was last reviewed in May 2020. The country received 229 recommendations, 198 of which were supported. Ten of the recommendations pertained to the Right to Education, with 9 being supported. [viii] 

Among the most prevalent topics addressed in the recommendations were the improvements in the accessibility of education for individuals with disabilities, the provision of adequate living conditions and access to education for the Roma national minority, and the enhancement of inclusivity and equal opportunities in education. [ix] 

Additionally, implementing a curriculum on age-appropriate and comprehensive sexuality education, to be provided throughout schooling, was recommended by Fiji and Iceland. [x]

The 2020 Compilation on Croatia included observations and recommendations from several international bodies regarding the country’s educational system. The most prevalent topics in the Compilation were recommendations to encourage non-traditional career paths and diversifying academic and career options for both genders, accelerating the Croatian language course application process to increase unaccompanied and separated children’s access to education, and ensuring Roma children receive quality education in their mother tongue and eradicate segregation of Roma children in the educational system. Furthermore, UNESCO reported that Croatia had developed the National Roma Inclusion Strategy (2013-2020), which prioritized education to increase Roma children’s inclusion and educational quality to the national average. [xi]

The 2020 Summary of Stakeholders’ submissions on Croatia included recommendations from stakeholders, such as: ensuring effective and non-discriminatory access to education for asylum-seeking children; addressing the limited access to education for people with disabilities; improving the quality of sexual education and decreasing the influence of the Catholic Church on educational policies; eliminating segregation of Roma children in the educational system; and removing discriminatory content from textbooks and addressing discrimination against minorities in schools. [xii] 

Croatia’s 2020 National report for the UN-UPR highlights the country’s efforts in addressing many of these challenges. Firstly, the Anti-Discrimination Act and the CPA prohibit all forms of discrimination, with national documents reinforcing protection against discrimination. Furthermore, education is provided for 29,868 students with developmental disabilities in regular and special primary and secondary schools. The National Strategy for the Equalisation of Opportunities for Persons with Disabilities (2017-2020) promotes universal design principles, enhances access to public services and transportation, and trains education professionals to work effectively with individuals with disabilities. [xiii]

Additionally, education in the language and script of national minorities is guaranteed by the Constitution, the Constitutional Act on the Rights of National Minorities (CARNM), and the Act on Education in Languages and Scripts of National Minorities. Equal access to education for Roma children is ensured, with an annual allocation of over HRK 10 million for Roma education. [xiv]

Finally, unaccompanied children have the right to education under the same conditions as Croatian nationals, supported by the protocol on the Treatment of Unaccompanied Children (2018). [xv] 

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References

[viii] “UPR Info.” 2022. UPR Info. 2022. https://upr-info-database.uwazi.io/library/?q=. 

[ix] “UPR Info.” 2022. UPR Info. 2022. 

[x] “UPR Info.” 2022. UPR Info. 2022. 

[xi] Human Rights Council and Office of the United Nations High Commissioner for Human Rights. 2020. “Compilation on Croatia.” Report of the Office of the United Nations High Commissioner for Human Rights. https://documents.un.org/doc/undoc/gen/g20/063/46/pdf/g2006346.pdf. 

[xii] Human Rights Council, Working Group on the Universal Periodic Review, and Office of the United Nations High Commissioner for Human Rights. 2020. “Summary of Stakeholders’ Submissions on Croatia.” Report of the Office of the United Nations High Commissioner for Human Rights. https://documents.un.org/doc/undoc/gen/g20/053/56/pdf/g2005356.pdf.  

[xiii] United Nations. 2020. “National Report Submitted in Accordance With Paragraph 5 of the Annex to Human Rights Council Resolution 16/21.” A/HRC/WG.6/36/HRV/1. https://documents.un.org/doc/undoc/gen/g20/050/17/pdf/g2005017.pdf. 

[xiv] United Nations. 2020. “National Report Submitted in Accordance With Paragraph 5 of the Annex to Human Rights Council Resolution 16/21. 

[xv] United Nations. 2020. “National Report Submitted in Accordance With Paragraph 5 of the Annex to Human Rights Council Resolution 16/21. 

 

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UNIVERSAL PERIODIC REVIEW OF BULGARIA

Out of the 23 recommendations concerning the right to education, four specifically addressed the school dropout rates. Including the recommendations made by Japan, Cyprus, the Holy See, and Austria, which focus on reducing dropout rates and ensuring inclusive, equitable access to education, specifically those outlined in 134.133, 134.134, 134.135, and 134.199.

The UPR Midterm report indicates that Bulgaria has implemented recommendations to reduce school dropout rates by establishing a Mechanism for joint work among institutions. This initiative formed 1,222 teams nationwide to identify at-risk children and address the causes of dropout. Consequently, 1,324 previously unenrolled children were enrolled in schools during the 2022/2023 academic year. [vi]

Furthermore, seven recommendations focused on the Roma children’s right to education, including recommendations 134.132, 134.159, 134.190, 134.195, 134.202, 134.204, and 134.207, made by Nepal, the USA, the Netherlands, Switzerland, Croatia, France, and Iran. These recommendations emphasize protecting Roma children’s right to education by addressing discrimination, increasing preschool attendance, reducing dropout rates, and ensuring equal access to quality education and social services.

The UPR Midterm report indicates that Bulgaria has made significant progress in implementing recommendations to improve educational opportunities for Roma children. This effort is part of the National Strategy for Equality, Inclusion, and Participation of the Roma (2021–2030). Key initiatives include targeted programs designed to increase access to education for Roma children, campaigns aimed at reducing stereotypes, and investments in educational infrastructure.

Five of the recommendations concerning the right to education were regarding people with disabilities, including 134.215, 134.219, 134.220, 134.212, and 134.183 from Japan, Ethiopia, Greece, Mexico, and Laos, which focus on ensuring that children and young people with disabilities have access to inclusive education.

The UPR Midterm report highlights that efforts to improve access to education for children with disabilities are ongoing. Current measures include legislative reforms, enhanced teacher training, and initiatives aimed at making mainstream schools more accessible. Bulgaria is also focused on data collection to monitor progress.

Bulgaria’s national report states that the Ministry of Education and Science recorded a 40% reduction in dropout rates due to the Mechanism for Inter-institutional Work on Enrolment and Inclusion. [vii]

The Mechanism for Inter-institutional Work on Enrolment and Inclusion coordinates efforts across various institutions to identify, support, and reintegrate students at risk of dropping out. By engaging with social services, schools, and child protection agencies, it addresses issues such as poor attendance and provides targeted support to vulnerable families. [viii]

 

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References

[vi] Republic of Bulgaria and United Nations Human Rights Council, “INTERIM REPORT on the Implementation of the Recommendations Received During the Third Universal Periodic Review.” 

[vii] Government of Bulgaria. National Report Submitted in Accordance with Paragraph 5 of the Annex to Human Rights Council Resolution 16/21: Bulgaria. United Nations Human Rights Council, May 2020. https://upr-info.org/sites/default/files/documents/2020-05/national_report_bulgaria_english.pdf. 

[viii] UNICEF Bulgaria. “Poor Educational Outcomes, Dropping Out of School, Increasing Incidences of Violence and Harassment among Bulgarian Adolescents.” UNICEF Bulgaria, November 20, 2020. https://www.unicef.org/bulgaria/en/press-releases/poor-educational-outcomes-dropping-out-school-increasing-incidences-violence-and. 

 

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UNIVERSAL PERIODIC REVIEW OF BELARUS

Belarus was last reviewed in May 2020. The country received 284 recommendations, of which 143 were supported and 141 noted. Regarding the Right to Education, 11 recommendations were made, all of which were supported by the state. [vi]

Among the topics of remarks were to continue efforts to ensure equal access to education, including primary one, which is free of charge, to strengthen the rights of people with disabilities, to improve school attendance among Roma children, and to verify that the rights of women and children are protected.[vii] 

The Committee on the Elimination of Racial Discrimination expressed concern over the significant percentage of Roma children not attending school, despite the country’s high literacy rate. The Human Rights Committee recommended that Belarus strengthen its efforts to guarantee equal access to education and adequate standards for all children in the country. [viii] 

The Committee on the Rights of the Child and UNESCO encouraged Belarus to continue strengthening its policies for people with disabilities to ensure inclusive education and integration for everyone, particularly in higher education. [ix]

Following these recommendations, Belarus implemented a 5-year education modernization project, aiming to improve the teaching and learning environment and the information on labor market relevance of higher education. This plan aimed to improve learning conditions for children with disabilities and foster a more inclusive environment. [x] 

The Committee on the Elimination of Discrimination against Women raised concerns about certain state institutions of higher education, including the Academy of the Ministry of Internal Affairs, which impose higher admission score requirements for female students and limit the number of women who can be admitted to the institution. [xi]

Belarus introduced policies emphasizing equal access to education for both genders, with a focus on increasing women’s participation in higher education. There is an increasing trend of women enrolling in tertiary and secondary education compared to men, constituting 56% of all students. [xii]

 

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References

[vi] UPR Library. “Recommendations Received by Belarus,” 2020. https://upr-info-database.uwazi.io/en/library/?q=(allAggregations:!f,filters:(cycle:(values:!(%27567eec7b-d5ab-4c36-a712-57c38fae9124%27)),state_under_review:(and:!t,values:!(gdnfyzks07w))),from:0,includeUnpublished:!f,limit:30,order:desc,searchTerm:%27belarus%20%27,sort:_score,treatAs:number,types:!(%275d8ce04361cde0408222e9a8%27),unpublished:!f)  

[vii] United Nations Human Rights Council. Compilation on Belarus: Report of the Office of the United Nations High Commissioner for Human Rights. A/HRC/WG.6/36/BLR/2. Geneva: United Nations General Assembly, 27 February 2020. 

[viii] United Nations Human Rights Council. Compilation on Belarus: Report of the Office of the United Nations High Commissioner for Human Rights. A/HRC/WG.6/36/BLR/2. Geneva: United Nations General Assembly, 27 February 2020.  

[ix] United Nations Human Rights Council. Compilation on Belarus: Report of the Office of the United Nations High Commissioner for Human Rights. A/HRC/WG.6/36/BLR/2. Geneva: United Nations General Assembly, 27 February 2020.  

[x] World Bank. Belarus Higher Education Modernization Project: Combined Project Information Documents / Integrated Safeguards Datasheet (PID/ISDS). Appraisal Stage, October 14, 2019. Washington, DC: World Bank Group.  

[xi] United Nations Human Rights Council. Compilation on Belarus: Report of the Office of the United Nations High Commissioner for Human Rights. A/HRC/WG.6/36/BLR/2. Geneva: United Nations General Assembly, 27 February 2020.  

Featured Photo by aboodi vesakaran on Unsplash

UNIVERSAL PERIODIC REVIEW OF ANDORRA

Broken Chalk has compiled the report that follows. This is to be a stakeholder contribution to the Fourth Cycle of the Universal Periodic Review (UPR) for Andorra. This report will focus on education in Andorra, as Broken Chalk aims to combat human rights violations within the educational sector.  

In the third Universal Periodic Review (UPR) cycle, Andorra received 126 recommendations, 60 of which were supported. Three of the recommendations were regarding education. Andorra has supported all three recommendations, demonstrating its determination and commitment to increasing access to high-quality education. It is worth noting that Andorra’s support for three recommendations in the third cycle represents an improvement over the second cycle, where it supported only two and mentioned the third. [vi]

The recommendations included providing full access to various educational fields, as well as social care and healthcare, for children, adolescents, and people with disabilities. Moreover, the recommendations also advocate for equal participation of girls and women in STEM fields and providing women at risk of trafficking an opportunity to pursue their studies and participate in reintegration programs. [vii]

Andorra’s national report for UN-UPR highlights their decision to prioritize children and education by enacting the Qualified Act No. 14/2019. The act was set to safeguard children’s rights and promote their well-being through creating a safe environment and addressing any potential risks that might impact their healthy development. Moreover, the act mandates the development of a national plan for children and adolescents within two years of its enactment. Andorra has made significant strides in enhancing education and youth development. Developing a national strategy that guarantees access to free, high-quality public education within any of the country’s three education systems. [viii]

Andorra started promoting development skills that foster values such as inclusivity, justice, respect and tolerance. The University of Andorra and the Ministry of Education have collaborated to modernize the teacher training programs and added a new master’s degree program for teachers. New modules were created in collaboration with the Council of Europe through long-distance learning. Prevention workshops were set up in schools to address various societal issues. [ix]

In response to the recommendation regarding the rights of people with disabilities, Act No. 27/2017 was enacted. Allowing persons with disabilities to benefit from various social and health services in education, employment and leisure. [x]

 

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50th_Session_UN-UPR_Andorra

 

References

[vi] United Nations. (2020). Report of the Intergovernmental Committee of Experts on Sustainable Development Financing. Retrieved from https://documents.un.org/doc/undoc/gen/g20/041/36/pdf/g2004136.pdf 

[vii] UPR Library. Recommendations Received by Andorra (2021). https://upr-info-database.uwazi.io/library/?q=(allAggregations:!f,filters:(cycle:(values:!(%27567eec7b-d5ab-4c36-a712-57c38fae9124%27)),issues:(values:!(%27660e6cc6-8624-4858-9cfd-ae4051da1241%27)),state_under_review:(values:!(pf2ypge88kr))),from:0,includeUnpublished:!f,limit:30,order:desc,sort:creationDate,treatAs:number,types:!(%275d8ce04361cde0408222e9a8%27),unpublished:!f)  

  [viii] National report submitted by paragraph 5 of the annex to Human Rights Council resolution 16/21. Human Rights Council. United Nations General Assembly, May 2020. http://daccess-ods.un.org/access.nsf/Get?Open&DS=A/HRC/WG.6/36/AND/1&Lang=E  

[ix] European Commission / EACEA / Eurydice, 2024. The European Higher Education Area in 2024: Bologna Process Implementation Report. Luxembourg: Publications Office of the European Union. 

[x] Council of Europe. (2024). Andorra – Observatory on History Teaching in Europe. Retrieved from https://www.coe.int/en/web/observatory-history-teaching/andorra 

Featured Photo by aboodi vesakaran on Unsplash