ICC Seeks Arrest Warrants for Taliban Leaders as Global Advocacy Grows

The International Criminal Court (ICC) has taken a historic step in the fight for Afghan women’s rights, seeking arrest warrants for the Taliban’s supreme leader and Afghanistan’s chief justice on charges of crimes against humanity. This unprecedented move recognises the Taliban’s systemic oppression of women and girls as a grave international crime, offering a rare moment of validation for Afghan activists who have long fought against their erasure. Since the Taliban’s takeover in August 2021, Afghan women have faced sweeping restrictions affecting every aspect of their lives—from education and employment to healthcare, public spaces, and access to justice. 1. A newly released interactive graphic sheds light on their reality, offering a harrowing glimpse into life under the Taliban’s gender segregation. Through the lens of a burqa, the visual tool provides a comprehensive overview of Talibanimposed restrictions, linking directly to the United States Institute Of Peace’s extensive documentation of their rules and orders. In response to the deepening oppression, Guardian Live will host a special panel discussion on March 26, featuring renowned journalist Emma Graham-Harrison, Afghan journalist and activist Zahra Joya, bestselling author Elif Shafak, and broadcaster Sandi Toksvig. The discussion will explore the historical and ongoing silencing of women, the resilience of those resisting oppression, and the urgent need for gender apartheid to be officially recognised as an international crime. The Guardian Live will donate 50% of the event proceeds to Rukhshana Media, an Afghan women’s media organisation that reports on and for Afghan women, amplifies their voices, and campaigns for their rights on the global stage. As Afghan women continue to be pushed into invisibility and silence, this moment demands international action. Will the world finally listen? *For more information about the Guardian Live event, please click on the link below. https://www.theguardian.com/guardian-live-events/2025/jan/08/the-silencing-of-women-withsandi-toksvig-elif-shafak-and-zahra-joya  

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Image by ©Leticia Cox

Educational Challenges in Mongolia

Nestled between Russia and China, Mongolia is a country of striking contrasts. Its vast steppes, rugged mountains, and expansive deserts have long shaped the nomadic lifestyle of its people, who rely on herding and agriculture for their livelihoods. Despite rapid urbanization, nearly one-third of Mongolia’s population continues to live a nomadic existence, moving with the seasons in search of better pastures. This way of life, while culturally rich, presents unique challenges for the education system.

In urban centres like Ulaanbaatar, modern schools cater to growing populations, but in rural areas, children from nomadic families often face interrupted schooling or must travel long distances to attend classes. Mongolia’s economy, still heavily reliant on mining and livestock, has seen significant growth, yet income disparities persist. These economic and geographic factors contribute to a widening gap in educational access and quality, particularly for those living in remote regions.

Mongolia faces a significant educational challenge: ensuring access to quality education for all its children. While the government has made strides in expanding school enrolment, disparities remain stark, particularly between urban and rural areas. Many children in remote regions lack access to well-equipped schools, trained teachers, and modern learning resources.

Mongolia’s education system follows a structure influenced by the Soviet model. It includes four years of primary education starting at age 8, followed by four years of middle school, both of which are compulsory. Secondary education spans two to three years, often requiring rural students to stay in hostels to attend school due to the lack of schools in rural areas. Vocational education is available but underdeveloped, and tertiary education is offered by institutions like the National University of Mongolia. Challenges include geographic disparities and limited resources for rural and vocational education.

  1. The geographic divide in education

Mongolia’s vast, sparsely populated terrain significantly impacts students’ access to quality education, particularly those from rural and nomadic families. According to UNESCO, around 30% of Mongolia’s population is nomadic or semi-nomadic, and their constant movement disrupts children’s education. Rural students often must travel over 50 km to reach boarding schools, where resources are often inadequate. Poor infrastructure, including unpaved roads, further limits access, especially during harsh winters. These barriers contribute to lower enrolment rates and a persistent urban-rural gap in educational outcomes.

2. Qualities disparities between urban and rural schools

In Mongolia, the divide between urban and rural schools is stark, with rural students facing several significant barriers to accessing quality education. One of the key issues is teacher shortages in remote areas. In urban schools, teachers are typically more qualified and better supported, but in rural regions, schools often struggle to attract and retain qualified educators. This is due to a combination of factors, including the harsh living conditions in rural areas, lower salaries, and the lack of professional development opportunities. As a result, many rural schools have teachers who are either underqualified or not specialized in the subjects they teach.

Furthermore, the curricula in rural areas are often outdated and fail to reflect modern pedagogical trends or the needs of students in an increasingly globalized world. Urban schools, on the other hand, are more likely to have access to updated learning materials and teaching strategies. Technology access is another key issue. Rural schools often lack reliable internet access and computers, which are increasingly essential for modern learning. In contrast, urban schools typically benefit from better technological infrastructure, providing students with more opportunities for digital learning.

Additionally, urban migration has exacerbated overcrowding in city schools, putting additional strain on already limited resources. As more people move to urban areas in search of better opportunities, cities like Ulaanbaatar are experiencing rapid population growth, which has led to overcrowded classrooms. This not only impacts the quality of education by reducing the amount of individualized attention students receive but also places pressure on school infrastructure and teaching staff while urban schools in Mongolia generally benefit from better resources and infrastructure, rural schools face significant challenges, including teacher shortages, outdated curricula, and limited access to technology. At the same time, urban migration has intensified overcrowding in city schools, further straining educational resources and affecting the quality of education. To address these disparities, targeted investment in rural education and reforms to urban schooling systems are needed.

3. Economic and social barriers to education

Poverty in Mongolia severely limits access to quality education, as many families cannot afford essential school supplies, uniforms, or fees. Approximately 30% of Mongolia’s population lives below the poverty line, and this economic strain forces many children to abandon school to help with household work or to generate income. In rural areas, where resources are already scarce, this issue is more pronounced, leading to high dropout rates and perpetuating the cycle of poverty. Without proper education, these children’s future opportunities.

4. Cultural factors and gender disparities significantly impact access to education in Mongolia, especially for ethnic minorities and rural populations. The UNICEF 2020 fact sheet highlights that early childhood education (ECE) attendance among Kazakh children is notably lower—47% for those aged 2–4 and 56% for 5-year-olds—due to geographic isolation and linguistic barriers. Gender expectations also contribute to inequality, with girls in rural areas often prioritizing domestic responsibilities over education. These challenges perpetuate unequal access and hinder educational outcomes for marginalized groups.5

 

Government Efforts and Limitations

The Mongolian government has implemented several initiatives to address access to quality education, particularly for nomadic and rural populations. One significant initiative is the establishment of mobile ger kindergartens. These portable schools, designed to align with the nomadic lifestyle, have provided early education to thousands of children who would otherwise have no access to formal learning. Initiated in partnership with organizations like UNICEF and Save the Children, these schools allow children to develop foundational skills and prepare for higher education levels. By 2012, over 2,600 children benefited from such programs, with ongoing efforts to expand their reach​.

Additionally, scholarships and digital education platforms have emerged to support older students, especially during the COVID-19 pandemic. Remote learning programs, including televised and online classes, were introduced to maintain educational continuity. Despite their potential, these solutions face challenges, such as limited internet access and technological infrastructure in rural areas.

6. However, gaps persist in funding and policy implementation. Many educational initiatives rely heavily on international aid and partnerships, such as contributions from UNICEF and the Asian Development Bank. While these efforts have positively impacted access and quality, they highlight the dependency on external support, emphasizing the need for sustainable, government-led reforms​. Strengthening local education funding, enhancing teacher training, and improving digital infrastructure are critical steps for bridging the gaps in Mongolia’s education system.

 

The Role of Technology in Bridging Gaps

Mongolia has embraced innovative solutions to bridge the digital divide and improve access to education for students in remote areas. E-learning platforms like “Digital Adventure” offer interactive lessons, games, and quizzes, enabling children in isolated regions to learn independently. These platforms provide vital educational support, particularly during harsh winters or disruptions like the COVID-19 pandemic. Additionally, solar-powered devices have been introduced to address electricity shortages in rural areas. By equipping nomadic families with solar panels and portable generators, students can charge devices and access both online and offline lessons, ensuring continued learning regardless of location.

7. However, scaling these digital solutions is fraught with challenges. Internet connectivity remains a significant hurdle, as only a small percentage of rural households have reliable access to the internet. Infrastructure limitations further complicate the situation, with schools and homes often lacking the necessary technology to support e-learning. For many low-income families, the excessive cost of devices and connectivity is an additional barrier, making it difficult to participate in digital education initiatives. Compounding these issues is the lack of digital literacy among both students and teachers in remote areas, highlighting the need for targeted training and resources.

To fully realize the potential of these innovations, Mongolia must invest in expanding rural infrastructure, improving internet connectivity, and providing financial and training support for educators and families. By addressing these challenges, the country can ensure that all children, regardless of their geographic location, have equal opportunities to benefit from digital education.

 

Conclusion

Mongolia’s journey toward ensuring access to quality education for all its children reflects both significant progress and persistent challenges. Geographic isolation, resource disparities, and economic barriers continue to hinder the education system, particularly for rural and nomadic communities. While initiatives like mobile ger kindergartens, scholarships, and e-learning platforms have provided hope and opportunities, gaps in funding, infrastructure, and digital accessibility remain pressing concerns.

To address these issues, Mongolia must prioritize sustainable investments in rural education, enhance teacher training, and expand digital connectivity to underserved areas. Collaboration with international organizations and leveraging innovative technologies can further bridge the urban-rural divide. Ultimately, providing equitable access to quality education is not just a developmental goal but a critical foundation for Mongolia’s social and economic future. As the country works to overcome these barriers, it reaffirms a powerful commitment: ensuring every child, no matter where they live, can thrive and contribute to a brighter, more inclusive tomorrow.

Photo of Mongolian horses and the flag of Mongolia by Ryan Brooklyn on Unsplash 

 

Reference:

Graceffo, Antonio. “Poverty and Educational Access in Mongolia.” LinkedIn Pulse. Last modified May 3, 2016. https://www.linkedin.com/pulse/poverty-educational-access-mongolia-antonio-graceffo-phd-china-mba#:~:text=A%20lack%20of%20government%20income,problems%20together%20exacerbate%20the%20problem.

Scholaro. “Mongolia Education System.” Accessed November 28, 2024. https://www.scholaro.com/db/countries/Mongolia/Education-System.

The Borgen Project. “Education in Rural Mongolia.” Last modified August 19, 2021. https://borgenproject.org/education-in-rural-mongolia/#:~:text=According%20to%20a%20UNICEF%20fact,between%20rural%20and%20urban%20schools.

UNDP. “Bridging the Digital Divide in Mongolia,” n.d. https://www.undp.org/mongolia/blog/bridging-digital-divide-mongolia.

UNESCO. Mongolia: Education Policy Review—Paving the Way to Education 2030. Accessed November 28, 2024. https://unesdoc.unesco.org/ark:/48223/pf0000266056.

UNICEF. MICS-EAGLE Education Fact Sheets: Mongolia 2020. New York: UNICEF, 2020. https://data.unicef.org/wp-content/uploads/2021/11/MICS-EAGLE_Education_Fact-sheets_2020_Mongolia.pdf.

UNICEF Mongolia. “Time to Revamp Education: Mongolia’s Path to a Brighter Future.” UNICEF. Last modified March 21, 2023. https://www.unicef.org/mongolia/stories/time-revamp-education-mongolias-path-brighter-future.

 

23rd international day of English and Spanish language

On the 23rd of April, the celebrations of two languages are happening: it is, indeed, the international day of the English and Spanish languages. The occurrence is a reminder of the history of the two vernaculars and an encouragement to multilingualism. Broken Chalk wishes to use the day to reflect on bilingual education.

 

Bilingual contexts are becoming the standard instead of remaining a rarity. Education should encompass the ongoing changes influencing what people see as the norm. According to UNESCO, multilingual schooling is essential to achieve inclusivity in education, especially in countries where the dominant -colonial- language exists in relation to local vernaculars. Multilingual education aids both students with a refugee background and students who speak minority languages at home. Bilingual strategies in schooling increase student involvement in the classroom, raise retention rates, and push community and family participationi.

 

Adopting multilingual education policies helps address the worldwide learning crisis. Moreover, on an individual-intellectual level, bilingual students develop higher cognitive skills and hold a higher degree of literacy than their monolingual peersii.

Multilingual education opens the path to preserve indigenous languages and protect linguistic diversityiii.

 

Broken Chalk wishes to reiterate the benefits of multilingual strategies in education. Preserving local languages aids social cohesion, improves community engagement, and protects the culture around it. Developing bilingual approaches helps pupils in their future endeveours, professional and individual.

 

Featured image from Flickr by Elliot Brown

International Mothers Earth Day press release

On April 22, the world comes together to celebrate International Mother Earth Day, recognising our shared responsibility to protect the planet and live in harmony with nature. For Broken Chalk, this day serves as a crucial reminder that access to education is essential to building environmentally conscious, resilient, and sustainable communities.

The right to quality education, enshrined in Article 1 of Protocol No. 2 to the European Convention on Human Rights and Goal 4 of the UN Sustainable Development Goals, extends far beyond the classroom. It equips individuals with the knowledge, critical thinking, and civic awareness needed to face the realities of climate change, biodiversity loss, and environmental degradation. Without inclusive and equitable access to education especially in vulnerable and marginalised communities meaningful and effective climate action remains out of reach.

From understanding the science of climate change to engaging in environmental policymaking, Broken Chalk believes that education is one of the most powerful tools in empowering individuals to contribute to a more sustainable future especially in an era where misinformation undermines genuine climate action. Yet today, millions of individuals, most notably children, around the world are denied the access to basic and quality education due to conflict, poverty, political repression, and increasingly, climate-induced disasters.

Rising sea levels, wildfires, droughts, and displacement not only destroy homes but also disrupt schooling threatening the futures of entire generations, more so with marginalised communities that have fewer resources. Such communities on the frontlines of the climate crisis are often those most excluded from education systems. This inequality perpetuates a vicious cycle of disempowerment and environmental vulnerability. Environmental justice and educational justice are deeply interconnected.

Due to this, Broken Chalk endorses global efforts made that integrate climate education and environmental literacy into all levels of learning. We advocate for the inclusion of sustainability principles in national curricula, calling for urgent action to safeguard educational institutions and academic freedom in the face of environmental and political crises.

As we mark International Mother Earth Day, Broken Chalk urges governments, institutions, and civil society to recognise that protecting the planet requires protecting education. Ensuring that every child can access a quality education that includes climate awareness is not just a policy choice it is a moral imperative. Climate education allows individuals to better comprehend and utilise effective ways to reduce emissions than many other single solutions. For this reason, to disarm individuals with the learning opportunities to better protect their environment and the world around them is to strip away their ability to develop personal connections to climate change solutions and change their behaviours accordingly throughout their lives.

 

Photo by Ijaz Rafi on Unsplash

Arrest of Turkish-Brazilian Businessman in Brazil Raises Human Rights Concerns

Introduction

On May 1, 2025, Turkish-Brazilian dual national Mustafa Göktepe was arrested in São Paulo, Brazil, following an extradition request from the Turkish government over alleged links to the Gülen movement.

Background

Mustafa Göktepe, 47, has resided in Brazil for approximately two decades and became a naturalised citizen in 2012. He is married to a Brazilian woman and has two daughters, aged 8 and 13, both born in Brazil. Göktepe is a prominent figure in the Turkish-Brazilian community, operating a chain of Turkish restaurants that employ over 100 individuals. He also serves as the president of the Institute for Intercultural Dialogue (Instituto Pelo Dialogo Intercultural), a Brazilian NGO dedicated to promoting intercultural dialogue. He also worked as a computer teacher in Türkiye at a school known as Gülen School.

Legal Proceedings

Justice Flávio Dino of Brazil’s Supreme Federal Court (STF) ordered the arrest, which is provisional pending the court’s decision on the extradition request. The Turkish government accuses Göktepe of having links to the Gülen movement, which it classifies as a terrorist organisation. However, the movement denies involvement in any terrorist activities.

Ankara accuses Gülen, a U.S.-based Muslim cleric, of orchestrating the July 15, 2016, coup attempt, and has declared his movement a terrorist organisation. He denies any connection with the abortive putsch.

At its peak, the Gulen movement operated schools in 160 countries, from Afghanistan to the United States. Since the coup attempt, Türkiye has pressured allies to shut down Gulen-run establishments.

 

Human Rights Considerations

The case raises significant human rights concerns, particularly regarding the potential for political persecution. Given Göktepe’s long-standing residence in Brazil, his Brazilian citizenship, and his family’s ties to the country, extradition could have profound implications for his rights and well-being. It is crucial that Brazilian authorities thoroughly assess the extradition request, ensuring compliance with international human rights standards and protections against political persecution.

 

Since 2015, hundreds of men alleged by the Turkish authorities to have links with the Gülen movement, living in countries around the world, have been arbitrarily detained and forcibly returned to Türkiye. All these people are faced with very serious human rights violations in Türkiye.

 

Conclusion

The arrest of Mustafa Göktepe underscores the complexities at the intersection of international law, human rights, and political considerations. As the Brazilian judiciary deliberates on the extradition request, it is imperative to uphold the principles of justice and human rights, ensuring that individuals are not subjected to political persecution under the guise of legal proceedings.

 

References

​​Turkish Minute. (2025, May 3). Turkish businessman arrested in Brazil, faces extradition to Turkey over Gülen links. https://www.turkishminute.com/2025/05/03/turkish-businessman-arrested-in-brazil-faces-extradition-to-turkey-over-gulen-links/ ​

 

Six Turks arrested in Kosovo over Gulen links extradited to Turkey – Anadolu https://www.reuters.com/article/world/six-turks-arrested-in-kosovo-over-gulen-links-extradited-to-turkey-anadolu-idUSKBN1H5213/

 

Press Release: Enforced Disappearances of Educationist Orhan Inandim https://www.reuters.com/article/world/six-turks-arrested-in-kosovo-over-gulen-links-extradited-to-turkey-anadolu-idUSKBN1H5213/

International Girls in ICT Day

On April 22nd, Broken Chalk joins the global community to reflect on International Girls in ICT Day. This annual event represents an opportunity for organisations, policymakers, education personnel, and families to consider why we need such a day and how we can bridge the gap between boys’ and girls’ futures in tech careers.

The world is becoming increasingly digital as new technologies transform how we live, work, think, and connect. More and more academic fields welcome digital innovations and many careers become tech-related. However, girls are still under-represented and under considered in the ICT world. Many young women are hindered from reaching their full potential and interest in digital fields by cultural and social obstacles such as stereotypes, a lack of role models, and a lack of resources.

The digital gender gap refers to gender biases in accessing technological products and careers. It also relates to gaps in digital skills, participation in STEM fields, and tech sector presencei. Globally, in 2022, Internet usage among men stood at 62%, while among women, it was 57%ii. Moreover, women from low- and middle-income countries are 15 percent less likely to use mobile internet compared to meniii. In higher education, women are under-represented underrepresented in STEM programs as they make up only 35% of student bodiesiv. The World Bank has financed and strategized gender-intentional initiatives to bridge the digital divide. Such programs include working together with tech firms to ensure equal access and use, while incorporating online safety precautions; creating digital skills training camps specifically aimed at women in isolated communities; and investigating financing alternatives for affordable mobile devices aimed at aiding women with limited financial resourcesv.

Broken Chalk acknowledges the imperative necessity to bridge the digital gender gap and join the World Bank and other international organizations to raise awareness about the phenomenon. We believe in the power and influence of education in ensuring that every girl has the opportunity to gain digital skills, build confidence in tech sectors, and develop an interest in STEM areas. However, education does not exist in a vacuum, and we call on communities and policy-makers to create more spaces for young girls in ICT. Providing girls with ICT knowledge goes beyond career pathways; it’s about equipping future leaders, problem-solvers, and changemakers for a digital world.

 

Image by Firmbee from Pixabay

Education Monitor: Around The Globe between March 16th and March 31st, 2025 Edition

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between March 16th and March 31st, 2025 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.

March-16th-till-March-31st-2025

To download this edition as a PDF, click here

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 Monitor: Around The Globe between March 1st and March 15th, 2025 Edition

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between March 1st and March 15th, 2025. 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.

March-1st-till-March-15th-2025

To download this edition as a PDF, click here

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.

UNIVERSAL PERIODIC REVIEW OF USA

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 United States of America (USA or U.S.). 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.

According to the latest available data from the World Bank, 81.4% of individuals in the USA’s population have achieved at least a fixed level of proficiency in functional literacy skills proportionally. The literacy percentage increased to 90.3% when examining only individuals with a high socioeconomic classification and decreased to 59.4% when examining only individuals with a low socioeconomic classification. Additionally, the literacy rate further increased to 83.9% relative to the mean level when the data was solely focused on individuals without an immigrant background. In contrast, the literacy rate dropped significantly to 67.2% when only individuals from an immigrant background were accounted for. i

Home to the top universities and tertiary education institutions around the globe, the United States of America performs slightly better than the OECD average for tertiary enrollment among individuals aged between 25 and 34, with 46% to 41% for men and 56% to 54% for women, respectively. However, when examining educational attainment for all individuals aged between 25 and 64, the USA performs significantly better than the OECD average of 40% attainment of tertiary-level education, with 50% of American individuals having obtained a tertiary-level educational degree. ii

The metrics on high degrees of educational attainment are further emphasised with figures such as an impressive 8% of American individuals aged between 25 and 64 not having completed at least an upper secondary education in 2022, in comparison to the OECD average of 20% of individuals aged between 25 and 64 not having completed at least an upper secondary level education. iii Evermore impressive, the percentage of individuals aged between 25 and 34 without an upper secondary education attainment decreased by 3% between 2016 and 2023, and with a measurement of 6%, it is eight percentage points below the OECD average in 2023. iv

As many countries across the globe have been negatively affected in the education sector from the COVID-19 pandemic, some even experiencing a double-digit decrease in the share of international students in tertiary education, the USA stands as an essential outlier with the share of international students remaining stable from 2019 to 2022, at 5% of all tertiary students. v

A significant amount of investment in education comes from the public sector globally, particularly in compulsory or primary education. The United States is no exception, with 93% of investment in primary institutions coming from the state. The U.S. has also sustainably spent around 5.8% of its national GDP on primary education institutions from 2016 to 2021, slightly above the broad OECD average of 4.9% during the same period.

Although private expenditure towards the sustaining of pre-primary and tertiary educational institutions is the global norm, the United States has a lower share of public expenditure, 81%, towards pre-primary institutions when compared to the OECD average of 86%, and a significantly lower share of public expenditure of 39% when compared to the OECD average of 68%. vi

 

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50th_Session_UN-UPR_USA
References

 

i World Bank. Education Statistics – All Indicators Databank. (June 25, 2024).  

ii Organisation for Economic Co-operation and Development. “Education at a Glance 2023 Country Note: United States.” OECD Publishing, (2023): https://doi.org/10.1787/044e6d2c-en 

iii Ibid. 

iv Organisation for Economic Co-operation and Development. “Education at a Glance 2024 Country Note: United States.” OECD Publishing, (2024)

v Organisation for Economic Co-operation and Development. “Education at a Glance 2023 Country Note: United States.” OECD Publishing, (2023): https://doi.org/10.1787/044e6d2c-en  

vi Organisation for Economic Co-operation and Development. “Education at a Glance 2024 Country Note: United States.” OECD Publishing, (2024).  

Featured Photo by Aaron Burden on Unsplash

UNIVERSAL PERIODIC REVIEW OF PANAMA

Broken Chalk has drafted the following report as a stakeholder contribution to the fourth cycle of the Universal Periodic Review UPR for the Republic of Panama. 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.

Panama’s education system includes 6 years of compulsory primary education (Education Primaria) for children aged 6 to 12. Secondary education is divided into two stages. The lower secondary stage is 3 years of compulsory middle education (Educación Primaria) from ages 12 to 15. After completing mandatory education, students aged 15 to 18 can proceed to upper secondary education, known as Educación Media. This stage provides two primary pathways: the Academic Track, which emphasises general education subjects to prepare students for higher education, and the Technical/Vocational Track, which offers specialised training in various trades and professions. i

The enrollment rate in Panama’s education system has improved significantly in recent years, particularly over the last decade, starting at the primary level. According to the data from the World Bank, the net enrolment rate for primary education means that 95% ii（2023） of Children in the 6-12 age group are enrolled in school. Middle education involves a gross rate of 83% （2021）iii of students within the age bracket of 13 to 15 years.

Despite all those regarding the quality of education, according to the PISA study (2023), 6 out of 10 15-year-old students do not understand what they read. One hundred seventeen thousand seven hundred ninety-nine children and adolescents between the ages of 4 and 17 do not attend any educational center. Thirty percent of them drop out of school because they do not have an academic offer nearby (UNICEF Panama, 2023). iv Poverty and inequality are the primary challenges impacting access to and quality of education in Panama. Despite being a high Human Development Index country, Panama experiences significant disparities, particularly in education. The gaps are most pronounced in rural areas and among Indigenous communities, where students often face the necessity of working on the land.

Efforts have been made to close the gap. This year, 7% of the government’s expenditure on education, valued at $ 5.4 million, is allocated to the Minister of Education (MEDUCA), representing a decline of 11.9% from last year, according to the World Bankv. Despite the challenge posed by the National Plan for the Elimination of School Ranches (Plan Nacional de Eliminación de Ranchos Escolares), there are more than 400 aulas ranchos still to be eradicated.vi It is argued that it is impossible to eliminate due to the shortage of funds. Additionally, investment in infrastructure is much needed to provide clean water and facilities for students.

The government, in collaboration with multilateral agencies vii, is working together to promote and enhance the nation’s educational quality to a high level. In response to the COVID-19 pandemic, governments have accelerated the integration of technology tools into the educational system. This includes the development of online learning platforms and the

 

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50th_Session_UN-UPR_Panama
References

i  

ii https://data.worldbank.org/indicator/SE.PRM.ENRR?locations=PA 

iii Ibid. 

iv https://www.unicef.org/panama/media/9646/file/Informe%20anual%20de%20UNICEF%20en%20Panamá%202023.pdf  

v https://data.worldbank.org/country/panama 

vi https://www.ecotvpanama.com/eco-news/programas/meduca-mantiene-mas-400-escuelas-rancho-erradicar-n5853548 

vii https://www.caf.com/en/currently/news/2024/01/multilateral-organizations-are-calling-for-improvements-in-education-in-panama/ 

 

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