Navigating Educational Challenges in Tunisia: A Roadmap for Reform

Written by Veronica Grazzi

 

Tunisia gained independence from French colonial rule in 1956, marking the beginning of its modern era. Since then, the country has undergone significant social, economic, and political transformations. The pursuit of quality education has long been intertwined with the nation’s journey toward modernization and development. One of the key priorities of the Tunisian government has been the advancement of education to foster national development and social progress.

 

The education system in Tunisia is based on the principles of accessibility, inclusivity, and quality. Education is free and compulsory for children between the ages of 6 and 16, with efforts made to ensure equal access for both genders. Over the years, Tunisia has made notable strides in expanding educational opportunities, achieving nearly universal enrollment rates for primary education.

 

However, in 2021, a region-wide poll found that 77% of respondents were dissatisfied with education; Tunisia’s education system faces several challenges. These include disparities in educational quality between urban and rural areas, high dropout rates at the secondary and tertiary levels, inadequate infrastructure and resources, as well as a need for curriculum reform to align with the demands of a rapidly changing global economy.

 

Furthermore, Tunisia’s education sector has been impacted by broader socio-economic and political factors. The country has experienced periods of political instability and social unrest, which have at times disrupted educational activities and hindered progress in education reform initiatives.

 

However, Tunisia also possesses significant potential for overcoming these challenges. The country boasts a young and dynamic population, with a growing emphasis on innovation and entrepreneurship. Initiatives aimed at modernizing the education system, enhancing teacher training, and promoting digital literacy are underway, reflecting Tunisia’s commitment to addressing its educational challenges and unlocking opportunities for its youth.

 

The geographical concentration of educational institutions in Greater Tunis and along the Tunisian coast: unequal access to education

One of the foremost challenges confronting Tunisia’s education system is the unequal access to educational opportunities, particularly among marginalized communities and rural areas. According to a report by UNICEF, a significant number of children in Tunisia remain out of school, with disparities in enrollment rates prevalent across different regions of the country. While urban centers like Tunis boast relatively higher enrollment rates, rural areas such as Kairouan face several challenges in ensuring equitable access to education. The lack of adequate infrastructure, including schools and transportation facilities exacerbates the problem, contributing to a widening educational gap between urban and rural populations.

The concentration of educational institutions in Greater Tunis and along the Tunisian coast poses a significant obstacle to the advancement and improvement of Tunisia’s education system. This unequal distribution of schools and universities impedes efforts to modernize education and enhance its quality, perpetuating inequalities by withholding necessary resources from other regions. Moreover, it imposes additional financial burdens on students for transportation and accommodation. To alleviate these challenges, one approach could involve establishing educational facilities within or near students’ localities to reduce costs and foster local development. This strategy could also help mitigate migration to major cities. For instance, while medical schools in Monastir and Sousse are geographically proximate, regions in central, northwestern, and southern Tunisia lack similar institutions.

Furthermore, socio-economic factors intersect with geographical disparities, further exacerbating the inequities in access to education. Children from low-income families often encounter barriers such as prohibitive school fees, inadequate resources for learning

 

materials, and the necessity to contribute to household income, thereby impeding their ability to pursue education. This disparity not only perpetuates social stratification but also undermines Tunisia’s efforts towards achieving inclusive and sustainable development.

 

Infrastructure deficiencies in numerous educational institutions, particularly in rural areas:

Additionally, many educational establishments, particularly those situated in rural regions, face infrastructure shortcomings. These schools need significant assistance to improve their infrastructure, especially in terms of health, sports, and cultural amenities. The Tunisian Forum for Economic and Social Rights (FTDS) for example is advocating for government action to tackle educational inequalities, specifically focusing on inadequate school infrastructure in the west-central regions of Tunisia.

In a recent report titled “Consequences of Lack of Environmental Justice and Impact of Climate Change on Other Rights,” issued by FTDS’s Environmental and Climate Justice Unit on April 18, concerns were raised about the deficiencies in essential amenities like clean water and sanitation facilities in many schools in these areas. The report underscores the severe implications of these shortcomings on students’ health, overall well-being, and academic performance.

Significant deficiency in educational resources: Quality of Education

Beyond the issue of access, the quality of education in Tunisia poses a significant challenge, characterized by shortcomings in curriculum, teaching methodologies, and learning outcomes. The World Bank highlights the need for comprehensive educational reforms to address the underlying deficiencies that hinder the delivery of quality education. While Tunisia has made considerable progress in expanding educational opportunities, there remains a pressing need to enhance the relevance and effectiveness of its education system in preparing students for the demands of the 21st-century economy.

A key aspect of improving the quality of education lies in revamping the curriculum to align with the evolving needs of society and the job market. Arab Barometer emphasizes the importance of integrating critical thinking, problem-solving skills, and digital literacy into the curriculum to equip students with the competencies required for success in a knowledge-driven economy. Furthermore, investing in teacher training and professional development is essential to empower educators with the pedagogical skills and tools necessary to engage students effectively and foster a culture of lifelong learning. Another urgent concern is the insufficient distribution of educational resources, illustrated by low enrollment rates in regions such as Kairouan. Concerned parents have expressed dissatisfaction through protests due to the dearth of educational infrastructure, particularly evident in Kairouan where there is a severe shortage of teachers, resulting in numerous unfilled positions.

 

In public schools, class sizes often swell to between 30 and 40 students, significantly detracting from the effectiveness and caliber of instruction. This situation not only undermines the implementation of essential pedagogical methods tailored for skills-based teaching but also limits opportunities for hands-on learning experiences, as previously highlighted.

Achieving high-quality education necessitates smaller class sizes and the provision of adequate educational resources and technology. Consequently, students attending private schools enjoy greater prospects for skill development compared to their counterparts in public schools. Consequently, while education remains free, the focus on skill development suffers, eroding the state’s capacity in critical sectors. This imbalance pushes many to seek enrollment in private institutions in pursuit of a “quality” education.

 

Governance and Policy Reform

The governance and management of the education sector in Tunisia present another critical challenge that calls for attention. The Campaign for Education underscores the need for robust monitoring and assessment mechanisms to track progress, identify bottlenecks, and inform evidence-based decision-making. Transparent and accountable governance structures are essential for ensuring the efficient allocation of resources, fostering innovation, and promoting stakeholder engagement in the education sector.

Moreover, policy coherence and coordination across different government agencies are imperative to address systemic issues and implement holistic solutions. The Tunisian Educational Reform report emphasizes the importance of adopting a multi-dimensional approach that encompasses not only quantitative expansion but also qualitative improvement in education. By fostering partnerships with civil society organizations, international donors, and other stakeholders, Tunisia can leverage collective expertise and resources to drive sustainable change in its education system.

 

The need of a joint action

In conclusion, navigating the educational challenges in Tunisia requires a concerted effort from all stakeholders, including government authorities, educators, civil society organizations, and the international community. By prioritizing equitable access, enhancing the quality of education, and fostering effective governance and policy reform, Tunisia should guarantee that every child has the opportunity to fully enjoy the universal right to education.

UN Special Rapporteur on the right to education, Koumbou Boly Barry, well highlighted the way forward to the key challenges in Tunisia in a statement at the end of a fact-finding visit to the country: “Tunisia’s democratic transition requires the development of education law based on the fundamental values of its society, with proper funding.”

She also emphasized that sufficient and decentralized financial resources were necessary to achieve the right to education. She also suggested the establishment of forums to deliberate on the most effective implementation of this right, aiming to foster social cohesion nationwide.

She further suggested that these dialogue platforms should be present across all levels of society. Stakeholders were urged to participate in collaborative management and genuine cooperation to cultivate trust between decision-makers and the educational community.

Featured image by Tunisia, Marcel Crozet 2020 via Flickr

 

References

· Middle East Institute. “Education in Tunisia: Current Challenges and Opportunities.” Last modified March 16, 2023. https://www.mei.edu/events/education-tunisia-current-challenges-and-opportunities.

· UNICEF. Tunisia Country Report on Out-of-School Children: Summary. New York: UNICEF, 2019. https://www.unicef.org/mena/media/6661/file/Tunisia%20Country%20Report%20on%20OOSC%20Summary_EN.pdf%20.pdf.

· UNICEF. “Tunisia: Keeping Tunisia’s Most Vulnerable Children on the Path to Education.” Last modified December 12, 2020. https://www.unicef.org/mena/stories/unicef-tunisia-keeping-tunisias-most-vulnerable-children-path-education.

· UNHCR. “Education – UNHCR Tunisia.” Accessed September 5, 2024. https://www.unhcr.org.

· AEHN. “The Colonial Legacy of Education: Evidence from Tunisia.” African Economic History Network, 2022. https://www.aehnetwork.org.

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· World Bank. “Shortcomings in Tunisian Education: What Went Wrong?” World Bank Blogs, last modified June 14, 2018. https://blogs.worldbank.org/arabvoices/shortcomings-tunisian-education.

· Arab Barometer. “Education in Tunisia: Past Progress, Present Decline and Future Challenges.” Last modified March 23, 2021. https://www.arabbarometer.org/2021/03/education-in-tunisia-past-progress-present-decline-and-future-challenges/.

· Campaign for Education. Tunisian Report. Global Campaign for Education, 2023. https://campaignforeducation.org.

· Statista. “Education in Tunisia: Statistics & Facts.” Last modified September 2022. https://www.statista.com.

· Mahfoudh, Hédi. The Tunisian Educational Reform: From Quantity to Quality and the Need for Monitoring and Assessment. ResearchGate, 2020. https://www.researchgate.net/publication/341199765_The_Tunisian_Educational_Reform_From_Quantity_to_Quality_and_the_Need_for_Monitoring_and_Assessment.

· World Bank. Tunisia – Higher Education: Challenges and Opportunities. Washington, DC: World Bank, 2023. https://www.worldbank.org.

· Global Partnership for Education. “Tunisia.” Last modified September 2022. https://www.globalpartnership.org/where-we-work/tunisia.

· ReliefWeb. “Tunisia: Country Report on Out-of-School Children: Summary (EN/AR).” Last modified May 2020. https://reliefweb.int/report/tunisia/tunisia-country-report-out-school-children-summary-enar?gad_source=1&gclid=Cj0KCQjwiMmwBhDmARIsABeQ7xQsu1ug0Nk-iS6ShLLRBNln9IAYw8ymwhRczfa43w_SrT22NhE7cecaAkjhEALw_wcB.

· Flickr. “Kesra, Visit of Achievements.” Last modified February 25, 2016. https://www.flickr.com/photos/ilo/25112766145.

· Tunisia Education. “Education System of Tunisia: Primary, Secondary, Higher, Technical Ed.” Last modified March 2021. https://tunisiaeducation.info.

· European Commission. Country Fiche: Tunisia 2022. Brussels: European Commission, 2022. https://europa.eu.

· Daily News Egypt. “Tunisian Forum Calls for School Infrastructure Upgrades to Address Inequality.” Last modified April 26, 2024. https://www.dailynewsegypt.com/2024/04/26/tunisian-forum-calls-for-school-infrastructure-upgrades-to-address-inequalitypen_spark.

· OHCHR. “Tunisia Must Act Now to Ensure the Right to Education Is Met and Fully Funded, Says UN Expert.” Last modified April 18, 2019. https://www.ohchr.org/en/news/2019/04/tunisia-must-act-now-ensure-right-education-met-and-fully-funded-says-un-expert.

· Houloul. “Will Be Available Soon.” Last modifi

ed July 22, 2021. https://houloul.org/en/2021/07/22/will-be-available-soon-9/.

 

Child Poverty in Tonga

Written by Panashe Marie Louise Mlambo

The Kingdom of Tonga is divided into four island groups and consists of some 170 islands, with only 36 Islands inhabited in the Polynesian Pacific. The four island groups are Tongatapu in the south, Ha’apai in the centre, Vava’u in the north, and Niuatoputapu and Niuafo’ou in the north. The total population stands at 106,170, around 37 per cent of whom are under the age of 15.

i. The country faces numerous issues, one of them being learning poverty, which refers to the inability of children to read and understand a simple text by age 10. To understand why the country faces a large number of children who are under learning poverty, we must look at the socio-economic issues that affect the country.

 

In addition to poverty, The Kingdom of Tonga also has environmental issues, primarily climate issues, due to its coastal location. Like many other Pacific Islands, Tonga is vulnerable to natural disasters, cyclones, and unfortunately, it also has a large number of people who live under the poverty line. In March 2015, at the Third UN World Conference on Disaster Risk Reduction, Tonga was labelled the second most at-risk country in the world due to constantly being threatened by different natural disasters. As a result, many education systems suffer in terms of quality and quantity, leading to poverty and insecurities in learning.

 

Free education and retention issues.

The country has free education for children aged 6 to 14, and education has been compulsory for this age group since 1987; however, after completion of secondary school, many students leave the country to pursue tertiary education in Australia and other countries, which has led to a continuous brain drain and the country’s reliance of remittances.

ii. In addition, the World Bank report, which looked at houses in Tonga, found that to tackle issues in education and the economy, the country needs to find other sources of income.

iii. Despite the strides in making education accessible, the country still faces a large percentage of out-of-school children and non-completion of primary and secondary school. Due to free education only covering up to 14 years and the country’s large number of people living under the poverty line, the dropout rate is higher in upper secondary school. According to UNICEF, in a 2023 study, 2 per cent do not complete primary, 8 per cent do not complete lower secondary school, and 49 per cent do not complete upper secondary.

iv. Gender roles and education

According to the UNICEF education fact sheet,v 62 per cent of the children who do not complete primary education are boys, 57 per cent at the lower secondary level, and 54 per cent at the upper secondary level are boys—further highlighting the glaring issues in gender norms.

 

V. Around the globe, looking at the data collected by Education Monitoring Around the Globe by Broken Chalk, many countries that have a large number of people living below the poverty line have issues with boys retention; many boys in these countries drop out to provide for their families and also get involved in criminal activities, and Tonga is an example of this phenomenon.

 

COL undertook a study on boys’ underachievement in Tonga to investigate factors affecting boys’ participation, performance and learning outcomes in school. The researchers engaged over 450 stakeholders through surveys and interviews with parents, teachers, boys, community members and the Ministry for Education and Training staff.

vi. The researchers found that social norms largely affect the perception of boys, and due to poverty, many boys understand criminal activities and drop out due to responsibilities at home, and many people are unaware of these issues.

Learning Poverty and Social Status

According to UNICEF, 48 per cent of children who have Grade 3 as the highest grade attended have the expected reading skills for that grade, while 26 per cent of children have the expected numeracy skills. The data also shows that children in the bottom wealth quintile have lower numeracy skills compared to children from the richest households in the country.

Socioeconomic status (SES) plays a crucial role in shaping a child’s educational outcomes. Children from lower-SES backgrounds often face multiple disadvantages that impede their academic progress. These disadvantages include limited access to educational resources at home, reduced parental involvement due to time constraints or lower educational attainment of parents, and fewer opportunities for early childhood development.

vii. The home literacy environment, in particular, has been identified as a significant factor influencing children’s literacy skills. Children from lower-SES households typically have fewer books at home and engage less frequently in reading activities with their parents, which can hinder the development of foundational literacy skills.

viiiI. In the kingdom of Tonga, there are two main official languages, English and Tongan, with children from English-speaking homes having more literacy. According to UNICEF, 70 per cent of 7 to 14-year-olds who speak English at home have foundational reading skills; this is higher than children who speak Tongan at home.

ix. Environment issues and effects on education

As mentioned above, the country is highly susceptible to environmental disasters, and in the World Bank report, it was noted that to improve education and retention issues in schools, there is a need for social protection initiatives. The country frequently has to rebuild schools, and education is disrupted due to natural disasters; the country also lacks proper infrastructure, despite the location is often being at risk one, to combat the effects of cyclones and floodings on education and households. It is notable that the country, from 2015 to 2021, initiated social programs which assist families in disasters and is now closer to similar countries, although still lacking.

x. It is, therefore, critical that the government make improvements to improve social programs and infrastructure to bridge the gap between poverty and education.

 

Conclusion

In conclusion, The Kingdom of Tonga must put measures in place to combat learning poverty. The country, from 2015-to 2021, has made strides to combat poverty, but with the new seasons coming disasters on the rise in its region, and the number of children learning poverty increasing, it is dire that the country puts in place digital and other implementations in place to combat learning poverty. One of the reasons for learning about poverty is disruptions in education. By improving the country’s internal issues, the country can have sustainable results in reducing poverty overall.

 

 

Reference List 

1. UNICEF. (2017). Situation analysis of children in Tonga. https://www.unicef.org/pacificislands/media/1251/file/Situation-Analysis-of-Children-Tonga.pdf

2. Morgan, C. (2020, April 23). 8 facts about education in Tonga. The Borgen Project. https://borgenproject.org/8-facts-about-education-in-tonga/

3. World Bank. (2019). Tonga: Education sector report. World Bank Open Knowledge Repository. https://openknowledge.worldbank.org/entities/publication/bee749e0-d3cc-4b7f-aaad-c1278a07ea3f

4. UNICEF. (2023). Tonga factsheet 2023. UNICEF Data. https://data.unicef.org/wp-content/uploads/2023/11/Tonga-factsheet-2023.pdf

5. Commonwealth of Learning. (2022, March 17). Aligning reform strategies for boys’ educational outcomes in Tonga. https://www.col.org/news/aligning-reform-strategies-for-boys-educational-outcomes-in-tonga/

6. World Bank. (2024, October 17). Despite challenges, Tonga making important steps in reducing poverty. https://www.worldbank.org/en/news/press-release/2024/10/17/despite-challenges-tonga-making-important-steps-in-reducing-poverty

i UNICEF. (2017). Situation analysis of children in Tonga. UNICEF. Retrieved from https://www.unicef.org/pacificislands/media/1251/file/Situation-Analysis-of-Children-Tonga.pdf

ii Morgan, C. (2020, April 23). 8 facts about education in Tonga. The Borgen Project. Retrieved from https://borgenproject.org/8-facts-about-education-in-tonga/

iii World Bank. (2019). Tonga: Education sector report. World Bank Open Knowledge Repository. Retrieved from https://openknowledge.worldbank.org/entities/publication/bee749e0-d3cc-4b7f-aaad-c1278a07ea3f

iv UNICEF. (2023). Tonga factsheet 2023. UNICEF Data. Retrieved from https://data.unicef.org/wp-content/uploads/2023/11/Tonga-factsheet-2023.pdf

v https://data.unicef.org/wp-content/uploads/2023/11/Tonga-factsheet-2023.pdf

vi Commonwealth of Learning. (2022, March 17). Aligning reform strategies for boys’ educational outcomes in Tonga. Commonwealth of Learning. Retrieved from https://www.col.org/news/aligning-reform-strategies-for-boys-educational-outcomes-in-tonga/

vii https://pmc.ncbi.nlm.nih.gov/articles/PMC9588575/

viii https://sites.lsa.umich.edu/mje/2023/01/05/the-relationship-between-socioeconomic-status-and-literacy-how-literacy-is-influenced-by-and-influences-ses/

ix https://www.unicef.org/pacificislands/media/1251/file/Situation-Analysis-of-Children-Tonga.pdf

x World Bank. (2024, October 17). Despite challenges, Tonga making important steps in reducing poverty. World Bank. Retrieved from https://www.worldbank.org/en/news/press-release/2024/10/17/despite-challenges-tonga-making-important-steps-in-reducing-poverty

The Impact of the Humanitarian Crisis in Gaza on Educational Rights

Written by Alessia Bruni

The humanitarian crisis in Gaza continues to disrupt the lives of many residents severely, specifically affecting the educational rights of Palestinian children. The right to education is a fundamental right that all children should enjoy, however, for many children and students living in the Gaza Strip, school has been inaccessible due to the damage to their infrastructure and the threat of violence. The crisis disrupts the children’s ability to gain quality education, creating long-term obstacles.

The Crisis in Gaza

Recent reports calculate that over 625,000 children in Gaza, including 300,00 enrolled in the United Nations Relief and Works Agency, schools have been directly impacted by the ongoing humanitarian crisis. (United Nations Relief Works Agency 2024) These families and their children live in a constant state of fear due to the ongoing threats of violence by military operations, and this causes a lack of access to essential services, with education being the most predominant. Many of the schools that allow access to education have been destroyed or damaged by airstrikes at an alarming rate of 90%, leaving families to be displaced. (Rose and Sayed 2024) Our normalcy of everyday life is easily sustainable, whereas, for Palestinian children, normalcy is impossible to sustain. Having to rebuild the educational system will leave the children losing either 2 years of education in case a ceasefire was to be drawn, and if not, an alarming 5 years of education could be lost. (Rose and Sayed 2024)

Destruction of Infrastructure

The humanitarian crisis in Gaza is not only reflected in the multitude of deaths of children but also extends to the fate of the children who do survive but are left with the aftereffects of the destruction, leaving their opportunities, specifically educational opportunities, in jeopardy. The Education Cluster deployed a satellite-derived damage assessment in the Gaza Strip to assess the damage to infrastructure and educational facilities. The results of the satellite images revealed that hundreds of the buildings were destroyed. To further highlight these atrocities, under International Humanitarian Law, any direct attack against a school is constituted as a violation, specifically regarding children in conflict. (Inger Ashing, Sherif, and Egeland 2024) This highlights the severity of the lives and educational opportunities of Palestinian children.

The extent of the destruction underscores the lasting and devastating impact on educational access for current and future generations. The significant damage to these schools places educational opportunities in a state of crisis; once hostilities cease, children may find themselves without any schools to attend. Furthermore, rebuilding the infrastructure could take years or may even prove impossible. (United Nations 2024) The destruction of school facilities not only postpones formal education but deprives children of a safe learning environment. Schools are vital for fostering social skills and supporting emotional and educational development. (UN Office of the High Commissioner for Human Rights 2024) The absence of adequate infrastructure has forced students into temporary shelters, where they face numerous challenges, including overcrowding, interruptions, and limited support and resources. (Hinnawi 2024)

The Psychological Damage on the Children and Educators

It is important to draw attention to the significant psychological impact of the humanitarian crisis on Gaza’s children. It is calculated that over 1.2 million children live in a constant state where their safety is compromised due to threats or violence, this creates effects that are lasting to their well-being. (Hinnawi 2024) The impact of the crisis has left nearly all children in the Gaza Strip to require mental health support due to the atrocities and the lasting trauma due to the multitude of loss of their friends, homes, schools, and family. (Rose and Sayed 2024)

“Education has been under relentless attack in Gaza and the West Bank, with hundreds of thousands of children deprived of their right to education, tens of thousands of teachers having lost their jobs, and hundreds of schools in the Gaza Strip totally or partially destroyed” (Education International 2024) The ongoing conflict continues to disrupt the lives of the children with ongoing trauma, contributing to the ability of the children to engage in educational opportunities meaningfully. Furthermore, many of the educators face the same trauma that the children of Gaza experience while having to work under strenuous conditions to provide education. This creates a disruptive cycle of learning as both the educators and students are subjected to severe psychological trauma due to the ongoing trauma and instability. (Graham-Harrison and Mousa 2023)

The Generational Impact

The long-term implications of the current crisis in Gaza on education are profound, leaving many students without access to schooling now and potentially in the future if conditions do not improve. The loss of education raises the alarming prospect of a “lost generation,” as prolonged school absences deprive children of the essential skills and knowledge needed for meaningful economic and social contributions. (Rose and Sayed 2024) Education offers a vital pathway for children to improve their circumstances and provides individuals from impoverished backgrounds a chance to break free from their limitations and establish stability. The erosion of educational opportunities not only jeprodises the future of these children but also threatens the overall future of Palestinian society. (Ali 2024)

The degradation of educational opportunities in Gaza has far-reaching implications that extend beyond academic knowledge, encompassing the essential values and aspirations that a school environment fosters. Interviews conducted by aid workers have revealed that many children in Gaza are grappling with fundamental questions regarding the concepts of equality and human rights. (United Nations Relief Works Agency 2024) These inquiries arise from the stark contradiction between these ideals and the pervasive violence and trauma they endure. If ongoing loss of hope, intervention, and values persists, it may rise to significant social challenges in the future. (UN Office of the High Commissioner for Human Rights 2024)

The Role of International Aid

International organisations and governments must prioritise the right to education in their response to the ongoing crisis, particularly through the provision of humanitarian aid. The United Nations Relief and Works Agency (UNRWA) has taken significant steps to address this issue by calling for an immediate ceasefire and urging international organisations to increase funding for their “Education in Emergencies” program. This initiative provides non-formal education, mental health support, and temporary learning spaces. (United Nations Relief Works Agency 2024) A commitment to educational recovery is essential to safeguard the future of children in Gaza. This commitment should encompass measures that ensure safe learning environments during emergencies and humanitarian crises. This will help foster hope and stability for Palestinian youth. (Hinnawi 2024)

Conclusion

The humanitarian crisis in Gaza underscores the profound disruptions to both educational opportunities and humanitarian rights, leading to enduring and detrimental effects on physical infrastructure and mental health. Immediate intervention and assistance are essential, as the cycle of trauma and interrupted education is likely to escalate, resulting in long-term repercussions for the Palestinian children and the wider community. Education is a fundamental human right, and by prioritising aid initiatives, the international community has a critical opportunity to alleviate the impacts of the current crisis. Restoring educational access can provide the children of Gaza with a sense of normalcy, hope, and stability, which is crucial for both their present circumstances and future prospects.

References

Ali, Eman Alhaj. 2024. “In Gaza, education is resistance.” Al Jazeera, August 12, 2024. https://www.aljazeera.com/opinions/2024/8/12/in-gaza-education-is-resistance.

Education International. 2024. “War and trauma: Addressing mental health in Palestine.” Education International, July 8, 2024. https://www.ei-ie.org/en/item/28781:war-and-trauma-addressing-mental-health-in-palestine.

Graham-Harrison, Emma, and Aseel Mousa. 2023. “War’s toll on education in Gaza casts shadow over children’s future.” the Guardian, December 18, 2023. https://www.theguardian.com/world/2023/dec/18/wars-toll-on-education-in-gaza-casts-shadow-over-childrens-future.

Hinnawi, Mohammed. 2024. “UNRWA Education activities in Gaza.” UNRWA EDUCATION RESPONSE IN GAZA, June 2024. https://www.unrwa.org/sites/default/files/content/resources/education_response_in_gaza_graphic_brief.pdf

Inger Ashing, Inger, Yasmine Sherif, and Jan Egeland. 2024. “Education Under Attack in Gaza, With Nearly 90% of School Buildings Damaged or Destroyed.” Save The Children, April 16, 2024. https://www.savethechildren.net/blog/education-under-attack-gaza-nearly-90-school-buildings-damaged-or-destroyed.

Rose, Pauline, and Yusuf Sayed. 2024. “Palestinian Education ‘under Attack’, Leaving a Generation Close to Losing Hope, Study Warns.” University of Cambridge. September 25, 2024. https://www.cam.ac.uk/research/news/palestinian-education-under-attack-leaving-a-generation-close-to-losing-hope-study-warns.

United Nations. 2024. “UN experts deeply concerned over ‘scholasticide’ in Gaza.” UN experts deeply concerned over ‘scholasticide’ in Gaza OHCHR, April 18, 2024. https://www.ohchr.org/en/press-releases/2024/04/un-experts-deeply-concerned-over-scholasticide-gaza.

United Nations Relief Works Agency. 2024. “Education Under Attack.” Education Under Attack UNWRA, September 9, 2024. https://www.unrwa.org/newsroom/photos/education-under-attack.

UN Office of the High Commissioner for Human Rights. 2024. “UN Human Rights Office – OPT: The UN Human Rights Office condemns Israeli Defense Force’s Strike on Al Tabae’en School in Gaza City – occupied Palestinian territory.” ReliefWeb, August 10, 2024. https://reliefweb.int/report/occupied-palestinian-territory/un-human-rights-office-opt-un-human-rights-office-condemns-israeli-defense-forces-strike-al-tabaeen-school-gaza-city?_gl=1*1gb7d68*_ga*MTczOTcwNTI5NC4xNzE3NTA5ODY5*_ga_E60ZNX2F68*MTcyMzU1MDMzNi4yMi4xLjE3MjM1NTAzMzguNTguMC4w.

 

Cover Image by Honsy Salah, Gaza, Palestine, 2011, photograph, Pixabay, https://pixabay.com/photos/gaza-palestine-poverty-child-boy-6782232/

The lack of adequate education due to poverty in South Africa

 

 

Written by Alessia Bruni

The right to quality education is a fundamental right. However, in South Africa, numerous children encounter substantial obstacles in obtaining adequate education due to impoverished circumstances. Education plays a pivotal role in shaping individuals, affording them access to further opportunities. Regrettably, for many learners in South Africa, this aspiration remains elusive. Despite the efforts made by the South African government to improve the educational system, the economic divide continues to leave a large portion of the people of South Africa with limited educational opportunities and insufficient resources.

The Interrelation between Education and Poverty

The influence of poverty on a child’s education is profound, impacting their ability to access and remain in school and pursue higher education in the future. Approximately 55% of South Africa’s population resides in poverty. (World Bank Group 2023) This statistic highlights the nation’s educational framework, particularly in economically disadvantaged regions where essential elements such as infrastructure, teaching personnel, and educational materials are deficient. This results in significant disparities between wealthier schools and those in rural and township communities. (Mohamed 2020)

The influence of poverty on education can be found both directly and indirectly. Families facing financial hardship often encounter challenges in providing necessities such as uniforms, transportation, and school supplies, which can result in students discontinuing their education or frequently missing school. Moreover, students raised in impoverished environments may lack stable housing and an environment conducive to learning, thus adversely affecting their academic performance. The current challenges make it difficult to secure employment due to the absence of a strong educational foundation leaving the students without essential educational skills such as writing, reading, and social skills. (Hogan 2020)

Deficient Infrastructure and Resources

The need for adequate infrastructure in the education sector is paramount, as its absence can significantly affect the delivery of quality education. In South Africa, the adverse effects of poverty on education show in numerous schools that lack essential amenities such as running water, sanitation, and electricity. This insufficiency has led to students being educated in makeshift classrooms and outdoor settings due to the absence of proper facilities. Furthermore, overcrowded classrooms have hampered teachers’ ability to provide individual attention to students, impacting the overall education quality. (Veriava 2012)

Schools in rural and township areas of South Africa are not only confronted with inadequate infrastructure, but also face a dearth of fundamental educational resources such as books, textbooks, seating, desks, and technological amenities including internet connectivity and computers, which are occasionally non-existent in these rural educational institutions. These deficiencies underscore the profound impact of poverty on the educational landscape, thereby exacerbating the disparity between underprivileged and affluent schools, placing students in rural areas at a distinct disadvantage with limited prospects. (Global 2023)

Financial Barriers Leading to Dropout Rates

Public education in South Africa is offered at no cost. However, a significant number of students attending these schools are required to contribute to their family’s income, often resulting in high dropout rates. Additionally, these public schools that offer education free of charge lack the quality that is given in contrast to private schools, leading to many children lacking adequate and quality reading, writing, and many other skills offered at private schools. (Expatica 2016)

According to Statistics South Africa, approximately 20% of children aged 7-18 not in attendance at school attribute their absence to financial constraints. (Statistics South Africa 2022) Furthermore, individuals from economically disadvantaged backgrounds exhibit a higher likelihood of remaining at home with their families. Additional research indicates that poverty significantly contributes, elucidating variations in dropout rates between genders. The research reveals that male students are more prone to leaving school due to academic underperformance or interpersonal conflicts with peers and educators. Many also depart in pursuit of vocational training with the aspiration of securing employment. Conversely, female students are more inclined to discontinue their education due to caregiving responsibilities and financial adversity. (Desai et al. 2024)

The Significance of Early Childhood Development

Early childhood development plays a critical role in laying the foundation for future learning or studies, with barriers such as poverty in South Africa early childhood development (ECD) is affected. In South Africa access to ECD programs is difficult amongst families living in impoverished circumstances. The sectors most impacted in South Africa include early childhood education, social protection, and healthcare. These gaps negatively affect the youngest children from impoverished backgrounds creating barriers that leave them disadvantaged. An alarming rate of “ 7 in every 10 young children now live below the poverty line” (Biersteker, Lake, and Wiedaad Slemming 2024)

Insufficient financial support, coupled with minimal welfare grants, compounds the challenges and restricts access to vital services necessary for children’s development. ECD centres in impoverished areas where often financial constraints, inadequate staffing, and lack of resources, result in a deficiency of early stimulation and support for children. Consequently, many children commence formal schooling already disadvantaged, grappling to keep pace with the curriculum, thus contributing to elevated dropout rates in later years. (DGMT 2024)

Resolutions and Forward Thinking

It is paramount that the education gap be addressed in South Africa specifically relating to the disparities caused by poverty. Investment strategies should be implemented to contribute to adequate school infrastructure specifically in the rural and township areas. It is essential to provide a safe and conducive learning environment in South Africa to provide a more than adequate educational system to children in impoverished areas in South Africa. (uMkhonto weSizwe Party 2024)

The prioritization of teacher training and development is paramount, and the implementation of incentives is recommended to attract qualified educators to underserved schools. Moreover, it is advisable for the government to explore avenues for expanding early childhood education accessibility during the formative years of schooling. (Maimane 2022) Additionally, addressing financial barriers, such as transportation and undisclosed educational fees, is imperative to ensure equitable access to quality education for all students, irrespective of their socioeconomic background. (uMkhonto weSizwe Party 2024)

Conclusion

The quality of education in South Africa resulting from poverty remains a critical impediment to the nation’s advancement. The limited resources, inadequate infrastructure, and financial constraints continue to contribute to a system that marginalizes children from low-income and impoverished communities. Effective remedies need to be placed to address these challenges and necessitate the need for an adequate system to contribute financially to educational institutions with enhanced support for educators and families. Through a concentrated effort to remove these barriers in educational disparity, we can disrupt the cycle of poverty and secure a more promising future for all children in South Africa.

 

References

Biersteker, Linda, Lori Lake, and Wiedaad Slemming. 2024. “South Africa Is Failing Its Youngest Children – Report Flags Critical Gaps in Early Learning, Social Protection and Health Care.” The Conversation. September 11, 2024. https://theconversation.com/south-africa-is-failing-its-youngest-children-report-flags-critical-gaps-in-early-learning-social-protection-and-health-care-238607.

Desai, Rachana, Ansuyah Magan, Robert A.C. Ruiter, Priscilla S Reddy, and Liesbeth A.G. Mercken. 2024. “Understanding Why Youth Drop out of School in South Africa.” SAGE Open 14 (1). https://doi.org/10.1177/21582440231219080.

DGMT. 2024. “South African Early Childhood Review 2024 – DGMT.” DGMT – the DG Murray Trust. July 18, 2024. https://dgmt.co.za/south-african-early-childhood-review-2024/

Expatica. 2016. “Education in South Africa – Expat Guide to South Africa | Expatica.” Expat Guide to South Africa | Expatica. Expat Guide to South Africa | Expatica. 2016. https://www.expatica.com/za/education/children-education/education-in-south-africa-803205/.

Global, 4 Earth. 2023. “State of Education Facilities in Africa.” 4 Earth Global. November 7, 2023. https://4earth.global/state-of-education-facilities-in-africa/.

Hogan, Alyssa. 2020. “Links between South African Poverty and Education.” The Borgen Project. December 17, 2020. https://borgenproject.org/south-african-poverty-and-education/.

Maimane, Mmusi. 2022. “Mmusi Maimane | Ten Steps to Fix SA’s Education System for Future Generations.” News24. January 26, 2022. https://www.news24.com/news24/opinions/columnists/guestcolumn/mmusi-maimane-ten-steps-to-fix-sas-education-system-for-future-generations-20220126.

Mohamed, Shenilla. 2020. “South Africa: Broken and Unequal Education Perpetuating Poverty and Inequality.” Amnesty International. February 11, 2020. https://www.amnesty.org/en/latest/news/2020/02/south-africa-broken-and-unequal-education-perpetuating-poverty-and-inequality/.

Statistics South Africa. 2022. “Increase in Number of Out-of-School Children and Youth in SA in 2020 | Statistics South Africa.” Stats SA. June 29, 2022. https://www.statssa.gov.za/?p=15520.

uMkhonto weSizwe Party. 2024. “The State of Education in South Africa: Challenges and Prospects – MK Party.” MK Party. July 9, 2024. https://mkparty.org.za/the-state-of-education-in-south-africa/.

Veriava, Faranaaz . 2012. “Rich School, Poor School – the Great Divide Persists.” The Mail & Guardian. September 28, 2012. https://mg.co.za/article/2012-09-28-00-rich-school-poor-school-the-great-divide-persists/.

 

World Bank Group. 2023. “Poverty & Equity Brief Africa Eastern & Southern South Africa.” World Bank. April 2023. https://databankfiles.worldbank.org/public/ddpext_download/poverty/987B9C90-CB9F-4D93-AE8C-750588BF00QA/current/Global_POVEQ_ZAF.pdf.

Cover Image by Pixabay on 29/07/2020, Kone Kassoum. https://pixabay.com/photos/children-students-school-books-5445625

 

 

 

 

 

 

Anti-scamming Louise Housing tips

Written by Panashe Mlambo

– Housing shortage in the Netherlands leads to increased competition and rental scams.

Tips to avoid housing and rental scams1:

Ø Beware of deals that seem too good to be true, especially in major cities.

Ø Scrutinize the landlord’s social media for inconsistencies.

Ø Be cautious of reused pictures and descriptions across multiple listings.

Ø Verify the authenticity of house pictures by checking for Dutch elements and doing a reverse image search.

Ø Recognize common patterns in scammer messages, such as providing excessive details upfront and avoiding in-person viewings.

Ø Be wary of landlords who claim to be abroad and cannot show the property in person.

Ø Avoid supplying personal ID until certain of legitimacy.

Ø Verify the property owner through the Kadaster property register.

Ø Always view the apartment before renting or have someone view it on your behalf.

Ø Resist pressure to sign immediately and make payments cautiously.

Ø Avoid payment methods like Western Union and Airbnb.

Ø Watch out for illegal sublets, which may lead to registration issues.

Ø Seek help from organizations like !WOON and local Juridisch Loket if unsure or if scammed.

Ø Take immediate action and report to the police if scammed.

Ø x

 

 

 

 

 

 

 

 

 

1 https://dutchreview.com/expat/rental-housing-scams-netherlands/

Educational Difficulties for ex-pats in the Netherlands

Educational Difficulties for ex-pats in the Netherlands

Written by Alessia Bruni

The Netherlands stands as a popular destination for expatriates due to the many advantages the country has to offer. However, navigating the Dutch educational system poses a significant challenge for expat families and students who attend the many wonderful universities. These difficulties stem from differences in the education structure and system offered to the students, the language barriers, and the housing difficulties.

 

Dutch Educational System

The Dutch education system is unique as it heavily emphasizes tracking students into academic or vocational paths that start at an early age. (“Education in the Netherlands | Nuffic,” n.d.) At the university level, students must meet the entry requirements to apply and attend university. However, the Dutch universities offer two types of bachelor degrees. The first entails attending a University of Applied Sciences (HBO), which is more of a professional orientation, and the other is an academic university (WO), which focuses on an academic orientation. Additionally, HBO Bachelor’s programs take 4 years (240 ECTS) while the WO Bachelor’s programs take 3 years (180 ECTS). (“What’s the difference between HBO and WO?,” n.d.)

When applying to universities, there are a few challenges that international students may face, this includes the registration process as the Dutch universities have two types of bachelor’s degrees and for many expats, there is no formal process in educating these individuals in their choice.International students are “three times more likely to drop out in their first year of university than Dutch students: 17 percent of international students drop out in their first year, compared with 6 percent of Dutch students.” (Stylianou 2024) This highlights the many challenges that international students face when attending a Duch University.

Additionally, it is vital for students to be made aware of the BSA (binding study advice) that is provided by the universities in the final semester of the student’s first academic year, which determines whether or not the students can move forward with their desired subjects and courses, all depending on how each student performs which is reflected by the number of credits obtained or their grades. Failure to meet the minimum grade or credit requirements results in students receiving a negative BSA, which hinders their ability to move forward in their studies. Furthermore, the standards set out by the Dutch universities lead to students being disheartened as the level of difficulty to meet the requirements is high. Students, too, are faced with severe levels of stress and, as a result, detrimentally affects their mental health. (Stylianou 2024)

Language Barriers

A significant challenge for many internationals is the language barrier; the transition can be quite difficult even in English-speaking international schools as the students struggle to adapt to Dutch society, with an emphasis on many students struggling to understand the educational expectations. The universities, too, do not provide sufficient support to international students, thus emphasising a major challenge that foreign students face.

Due to the influx of international students, understanding and speaking English may be a challenge for these students, and due to the self-study lifestyle offered by the universities, this creates many challenges as these students may feel isolated or experience high levels of stress due to struggling to keep up with their studies due to lack of understanding and comprehension. (“Challenges Faced by International Students in Netherlands” 2023)

Transitioning into the Dutch Society

International students and expatriates often encounter challenges when adapting to a new educational system. Dutch educational institutions emphasize independence, critical thinking, and academic rigor, which can pose significant difficulties, particularly for students hailing from diverse and distinct educational backgrounds. The adjustment process can be especially difficult for international students, as they may experience feelings of loneliness, homesickness, and isolation. Furthermore, the families of these students may share similar sentiments due to their unfamiliarity with the Dutch education system and its unique practices. (European Commission 2022)

It is essential to recognize that the transition period can present a significant cultural adjustment for students. Relocating to another country poses inherent challenges, as differing customs, traditions, and social norms can contribute to an overwhelming experience. (“Challenges Faced by International Students in Netherlands” 2023)

Housing Crisis

The housing crisis in the Netherlands poses a continued and significant challenge for many of the international students. Starting a new life in a foreign country can already be quite challenging however, in the Netherlands, the struggle remains in finding affordable and suitable accommodation. (Walker 2024) The Netherlands continues to face a shortage of student housing due to the high demand, specifically in cities like Utrecht, Rotterdam, Amsterdam, and the Hague. Many of the students experience waiting lists, high rent, and location issues, which places the students in situations to live in temporary conditions such as shared rooms or locations that are far out from where they will attend university. (“The Student Housing Crisis in the Netherlands: How The Hague University of Applied Sciences is Supporting International Students” 2024)

International students may face challenges related to language proficiency and navigating Dutch rental regulations, as landlords often prioritize local tenants. This issue is particularly significant given the ongoing housing crisis in the Netherlands, which continues to attract an increasing number of international students. This will add to the strain and pressure that students are under academically and their transition process into Dutch society.

Conclusion

International students in the Netherlands face significant educational challenges that stem from the unique educational system, language barriers, societal differences, and housing difficulties. Although the Netherlands offers excellent educational opportunities, these difficulties can negatively impact international students’ well-being and mental health throughout their studies. Offering a better support system and addressing these difficulties is vital for ensuring a better quality of life and a better transitioning period for these students.

 

Cover Image by Frits de Jong, Den Haag, 2016, photograph, Pixabay, https://pixabay.com/photos/tu-delft-university-library-1723434/

 

References

“Challenges Faced by International Students in Netherlands.” 2023. studyabroad.jeduka, February 24, 2023. https://www.jeduka.com/articles-updates/netherlands/challenges-faced-by-international-students-in-netherlands.

“Education in the Netherlands | Nuffic.” n.d. Nuffic | De organisatie voor internationalisering in het onderwijs. Accessed December 4, 2024. https://www.nuffic.nl/en/subjects/study-in-nl/education-in-the-netherlands.

European Commission. 2022. “Netherlands: Challenges for international students.” European Website on Integration, November 20, 2022. https://migrant-integration.ec.europa.eu/news/netherlands-challenges-international-students_en.

“The Student Housing Crisis in the Netherlands: How The Hague University of Applied Sciences is Supporting International Students.” 2024. Goin’ – Connecting your students, September 10, 2024. https://www.goinconnect.com/success-stories/the-student-housing-crisis-in-the-netherlands-how-the-hague-university-of-applied-sciences-is-supporting-international-students#:~:text=According%20to%20a%20report%20by,for%20the%20international%20student%20population.

Stylianou, Kam. 2024. “Why the Netherlands can be a high-risk destination for students | Times Higher Education.” Times Higher Education (THE), April 15, 2024. https://www.timeshighereducation.com/counsellor/admissions-processes-and-funding/why-netherlands-can-be-high-risk-destination-students.

Walker,Anne-Maree. 2024. “Netherlands to reduce international student numbers amid ongoing student housing crisis | Global Student Living.” Global Student Living | Professional news, information and insight into student living and lifestyle around the world, February 23, 2024. https://gslglobal.com/2024/02/23/netherlands-to-reduce-international-student-numbers-amid-ongoing-student-housing-crisis/.

“What’s the difference between HBO and WO?” n.d. TU Delft. Accessed December 4, 2024. https://www.tudelft.nl/en/education/study-programme-orientation/preparing-for-a-bachelor/whats-the-difference-between-hbo-and-wo.

 

[VS1]can you add one of the requirements in registering/ attending the university that makes it challenging for expat students?

EDUCATION MONITOR AROUND TEAM LEAD OPINION PIECE

Written by Panashe Mlambo
In recent years, several European countries, including Finland, Poland, France, England, the Netherlands, and Sweden, have begun to recognize the impact of unrestricted mobile phone use in schools. These nations are actively addressing concerns over student focus and engagement by introducing varying degrees of regulation or even outright bans on mobile phone use during school hours. Here, we explore how each country is responding to this trend and the motivations driving these policies. This opinion piece is based on the trend analysis collected on the countries mentioned over the past 1 year.
France: Early Adopter of School Phone Bans
France has led the way since 2018 with a nationwide ban on mobile phones in primary and middle schools. This move was intended to reduce distractions and encourage interpersonal connections among students, setting a precedent for other European nations. French authorities argue that the ban has fostered a healthier learning environment and contributed positively to classroom dynamics . In the 2024 academic year the country continued to enforce their ban.
Finland: Legislation for a Focused Learning Environment
In 2024, Finland’s National Agency for Education issued guidelines discouraging disruptive phone use in classrooms and during breaks, aiming to enhance focus and provide a calm atmosphere for learning. Plans to reinforce these recommendations through formal legislation are underway, with a draft expected to be presented to Parliament. This proactive approach reflects a growing national commitment to ensuring that mobile devices do not interfere with educational activities .
Poland: Building Consensus for Classroom Phone Restrictions
In Poland, discussions around the negative effects of mobile phones on students’ concentration and academic performance have gained traction. Although specific legislative actions are still in discussion, there is an emerging agreement among educators and policymakers regarding the need to limit mobile usage in classrooms. This shift mirrors the broader European trend of prioritizing student engagement over digital convenience .
England: School-Level Policies for Reducing Distractions
Unlike France’s national legislation, England’s approach varies by school, with many institutions adopting their own restrictive policies on phone usage. Some schools have opted for complete bans, while others have set limits on when and how devices can be used. These policies reflect a collective recognition of the importance of minimizing distractions and enhancing focus on academic content.
Netherlands: Localized Debates and Institutional Policies
In the Netherlands, the debate over mobile phone use in schools has prompted some municipalities to advocate for stricter controls. Schools are encouraged to implement individualized policies that address mobile-related challenges, showing a national willingness to adapt to the evolving technological landscape in education. This flexible approach allows each institution to tailor regulations to meet its specific needs .
Sweden: Government Support for School-Level Regulations
In Sweden, similar to the approach in England, the government supports initiatives allowing schools to create their own policies on mobile phone use. This approach is aligned with the country’s focus on educational quality and aims to strengthen student focus by minimizing technological interruptions. Swedish policies thus aim to balance autonomy at the school level with an overarching goal of fostering productive learning environments
Conclusion: A Unified Vision for Enhanced Learning Environments
The movement to restrict mobile phone use in schools underscores a unified European commitment to improving students’ educational experiences. Although each country adopts its own approach—ranging from national laws to individual school policies—the common goal remains clear: to minimize distractions, enhance concentration, and foster healthier learning environments. As mobile technology continues to permeate students’ lives, these initiatives represent a collective effort to strike a balance between digital engagement and focused, face-to-face learning.


References
1.Yle. (2024, August 5). Finnish National Agency for Education recommends schools prohibit disruptive mobile phone use. https://yle.fi/a/74-20088057 2.Xinhua. (2024, August 6). Finland’s education agency recommends restrictions on mobile phone use in schools. https://english.news.cn/20240806/57d4f0c9c0f848bf9f23ed404cb31c64/c.html
3.Daily Finland. (2024, August 7). School mobile phone ban sparks debate in Finland. https://www.dailyfinland.fi/education/38910/School-mobile-phone-ban-sparks-debate-in-Finland
4.Yle. (2024, October 30). Finnish government prepares legislation to limit mobile phone use in schools. https://yle.fi/a/74-20103459
5.Phone Locker. (n.d.). Mobile phone use in Finnish classrooms. https://phonelocker.com/mobile-phone-use-in-finnish-classrooms/
6.European Conservative. (2024). Finland moves against cell phones in schools. https://europeanconservative.com/articles/commentary/finland-moves-against-cell-phones-in-schools/

7.Anadolu Agency. (2024). Smartphone bans in schools: Where is it happening and why? https://www.aa.com.tr/en/world/smartphone-bans-in-schools-where-is-it-happening-andwhy/3328612
8.CNE News. (2024). School ban on smartphones is winning ground in Europe. https://cne.news/article/4415-school-ban-on-smartphone-is-winning-ground-in-europe
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The newsletter utilised Creative Commons images and Canva Pro images and does not reserve any rights over any images, all image holders are credited on respective pictures and the sources mentioned. Broken Chalk reserved the rights to the newsletter.

 

Opinion-Piece

To download as a PDF, click here

South Korea’s Suneung: one of the hardest exams in the world

Written by Asiia Kilmukhametova 

Several countries have implemented standardised exams, typically taken during the students’ final school years. The SAT in the USA, A-levels in the UK, Suneung in Korea, EGE in Russia, and Gaokao in China— the importance of the tests varies from country to country, yet, the purpose remains the same: examine the students’ mental capacities and simplify the university admissions process. But does it provide an authentic measure of the mental abilities of students, and what is the cost behind the testing?  

What is Suneung? 

College Scholastic Ability Test, or Suneung, is a standardised exam, which is recognized by South Korean universities and plays a crucial role in university admission. Suneung, an eight-hour test, consists of six sections, including Korean, mathematics, English, Korean history, subordinate subjects, second foreign language. The exam is notably more difficult than standardized tests in other countries. For example, the math section delves into complex equations and requires students to solve questions without a calculator, unlike the internationally recognised International Baccalaureate test that approves the calculator use. Additionally, the difficulty of English questions is famous for leaving even native English speakers puzzled. In some years, such as 2002-2007 and 2010-2011, no student achieved a perfect score. 

When the exam day comes, stock markets, public offices, and many other businesses open an hour later to keep traffic off the roads, a practice which was implemented in 2006 when Suneung began to be scheduled on Thursday to avoid heavy Friday traffic. Moreover, local police officers are on duty to escort students to the test centres for free, and the taking off and landing of planes at Korean airports being banned during the English listening test.  

The standardised exam 

The intense focus on standardised testing has raised questions about its true effectiveness in assessing students’ intelligence, mental capacities, and readiness for higher education. Such exams may not accurately reflect a student’s true potential or ability in various subjects. Factors such as test anxiety and socioeconomic obstacles can influence test scores, potentially hindering test results and disadvantaging certain groups of students. Suneung may not accurately assess students’ true capabilities and can contribute to a narrow focus on mere memorization of materials, rather than on applying critical thinking and creativity. A strict assessment system also causes difficulties for students, which is confirmed by the fact that nearly every fifth of test-takers are high school graduates who did not receive the score they had hoped for the year before, putting themselves in a stressful preparation once again. 

What is the cost for students? 

The feeling of responsibility, alongside tiredness and stress from months, and even years of preparation and anticipation, culminates on the day of the Suneung exam. For many Korean students, their performance on this test can shape not only their academic futures but also their entire lives.  The pressure to succeed is enormous, with families often investing heavily in private tutoring and study materials to ensure their children achieve high scores and get into their dream universities. Suneung plays a crucial role in the admissibility process, including admission to the 3 most prestigious universities in Korea which are Seoul National University, Korea University, and Yonsei University, also referred to as SKY. A common saying in Korea is: “If you sleep three hours each night, you may get into a top ‘SKY university’. If you sleep four hours each night, you may get into another university. If you sleep five or more hours each night, especially in your last year of high school, forget about getting into any university.” 

The recent news of Korean students suing their teachers due to the early conclusion of the exam by a mere 90 seconds further emphasizes this reality. In December 2023, a lawsuit was filed by at least 39 students, claiming that the bell prematurely rang during a test in Seoul during the Korean section, the first subject of the exam. Despite immediate protests from some students, supervisors still collected their papers. Teachers recognized the mistake and gave the one and a half minutes back during the lunch break, but students were not allowed to change answers on the papers. Some students were in such distress, that they could not focus on the exam and gave up. 

Consequences of Suneung 

All the previously mentioned factors highlight the significant cultural and social importance of the exam, yet they also contribute to a distressing impact on schoolchildren, potentially leading to psychological problems. The intense competition fuelled by the exam can lead to burnout, anxiety, and depression, with serious implications for individual well-being. The complexity of the exam, along with its standardization and enormous psychological pressure from outside, has an irreversible impact on children and cannot be overlooked. 

Because of this, even while the exam’s cultural and social significance cannot be disputed, it is critical to acknowledge and deal with the distressing effects it may have on students, providing comprehensive support and assistance to reduce the likelihood of psychological damage. 

Featured image by JESHOOTS.COM on Unsplash

References

Education Monitor: Around The Globe between December 16st and December 30th, 2024 Edition

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between December 16st and December 31st, 2024. 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.

December-16th-till-December-31st-2024

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.

Governmental Policies For Education In Bolivia 

Written by Pedro Fonseca

Introduction 

One of the particularities when analysing the Plurinational State of Bolivia is the state configuration that reflects the cultural, ethnic, and linguistic diversity of the country. This recognition and coexistence of multiple indigenous nations within Bolivian territory creates a series of specific challenges in the formulation of public policies. 

The fundamental principle guiding these particularities is the decolonisation and plurinationality of the Bolivian State. While decolonisation seeks to break away from colonial structures, which are the institutions, laws, and practices imposed during the colonial period and which continued to marginalise indigenous populations even after the country’s independence. Plurinationality refers to the recognition by the state of the equality and sovereignty of all indigenous nations and peoples within the country, rejecting the idea that the state should be homogeneous. (Estado Plurinacional de Bolivia, 2009, Article 9). 

The Bolivian constitution, based on the principles of decolonisation and plurinationality, acknowledges the ethnic and cultural diversity of 36 indigenous nations and peoples1, as well as other ethnic groups, thereby ensuring that the cultures of these nations are protected by the State (Estado Plurinacional de Bolivia, 2009, Articles 5, 30). Furthermore, the Bolivian constitution guarantees the self-management of indigenous peoples in their territories and the practice of their norms and customs (Estado Plurinacional de Bolivia, 2009, Articles 2). 

These rights are reflected in an educational plan that seeks to respect and promote the country’s cultural and linguistic diversity. Consequently, Bolivian education is guided by interculturality and bilingualism, promoting instruction in both Spanish and indigenous languages. 

However, it is important to emphasise that this context is relatively recent. The current Bolivian constitution was approved in 2009 amidst significant changes in Bolivian society, including the election of Evo Morales as president, the first indigenous person to be elected to the executive office in the country’s history. Indeed, when examining Bolivia’s political precedents, one observes a country marked by significant political instability and profound social inequalities. It is worth noting that Bolivia has experienced more than 190 attempted coups d’état since its independence in 1825. 

This article aims to present educational policies put in place throughout Bolivian history and compile data that showcase the results of these measures. 

Evolution of Bolivian Educational Policies 

  • Education Code of 1955 

Bolivian education in the mid-20th century was characterised by its centralisation, with low coverage in rural areas and high dropout rates. During this period, the main government policy was the 1955 Education Code, also known as Code 55.  

Through this decree, the government expanded education to rural areas, which until then had been restricted to small sectors of society (IIPP, 2023, p.56). Additionally, the Education Code and the Teacher Classification Law were enacted, creating a better structure and organisation for school administration. Among these structures was the creation of the Ministry of Education (IIPP, 2023, p.56). 

Code 55 aimed to create a uniform structure for the Bolivian educational system, with the goal of enabling better planning and implementation of public education policies (Suarez, 1986). To this end, approximately 23% of the country’s general budget was allocated to education (IIPP, 2023, p.59). 

Despite the efforts, the results achieved by the 1955 Education Code were far from those projected (IIPP, 2023, p.61). The formulation of Code 55 was carried out by a non-indigenous and urban elite. In other words, the project lacked historical adherence, as most of the population was composed of indigenous peoples living in rural areas. 

  • Educational Reform Program (1994) 

The 1994 Education Reform sought to deepen the specifically educational character of the 1955 Education Code (IIPP, 2023, p.74). Two points stand out in the 1994 Education Reform. First, Educación Intercultural Bilingüe (EIB), a demand of indigenous peoples since the 1980s and considered an “instrument of liberation” (Arispe, 2020). The EIB was implemented in 1988 with the financial and technical support of UNICEF through an agreement with the Ministry of Education (IIPP, 2023, p.80). The second point was the expansion of teacher training centers in the country, amplifying professional development for educators.  

 As a result of the reforms, data from the Instituto de Investigaciones Pedagógicas Plurinacional show that in 2004, the school enrolment rate increased by 60% at the initial level, 34.5% at the primary level, and 94.8% at the secondary level. In addition, the number of school units increased from 12,000 in 1997 to more than 13,000 in 2004. The same happened with the number of educational units, which reached nearly 15,000 (IIPP, 2023, p.79). 

Despite its importance, Educación Intercultural Bilingüe (EIB) has been criticised for the way it was conducted. The main argument is that it consists of disseminating teaching and “official knowledge” through native indigenous languages (IIPP, 2023, p.82). 

  • Education Law No. 70 “Avelino Siñani-Elizardo Pérez” (2010) 

During a period of political and economic instability at the beginning of the century, Bolivia saw the emergence of Evo Morales, a union and indigenous leader, as the main figure in the 2005 presidential race. Elected with more than half of the total votes, Evo Morales implemented a series of structural reforms in Bolivia, nationalising gas, one of the country’s main commodities, and enacting a constitutional reform that established the Plurinational State of Bolivia. 

In education, the main policy was the implementation of Law No. 70 “Avelino Siñani-Elizardo Pérez”, which aimed to promote intercultural and bilingual education, decolonise the curriculum—replacing the traditional curriculum, which often marginalised indigenous knowledge, with one that incorporates local cultural knowledge and practices—and reinforce community participation, aiming to increase the involvement of communities and local authorities in school management and educational decision-making (Estado Plurinacional de Bolivia, 2010). 

It is worth noting that, in addition to the Avelino Siñani-Elizardo Pérez Law, a series of other educational policies were formulated. According to the IIPP, Bolivian educational policy consists of a set of goods, services, and transfers that states mobilise to guarantee the right to education (UNESCO-IIPP, 2024). The table below highlights some of the current policies in place.  

Table 1. Policies according to focus of intervention. 

Current policies  Responsible agency 
Bono Juancito Pinto  Ministerio de Educación, Deportes y Culturas 
Programa Nacional de Alimentación Complementaria

Escolar (PNACE 2015-2020) 

 Ministerio de Educación, Deportes y Culturas 
Programa de Formación Complementaria para Maestras y

Maestros en Ejercicio (PROFOCOM) 

 Ministerio de Educación, Deportes y Culturas 
Programa Nacional de Alfabetización Yo Sí puedo  Ministerio de Educación, Deportes y Culturas 
Programa Nacional de Post Alfabetización  Ministerio de Educación, Deportes y Culturas 
Programa Centros de Apoyo Integral Pedagógico (CAIP)  Ministerio de Educación, Deportes y Culturas 
Centros de Apoyo Integral Pedagógico – Aula Hospitalaria  Ministerio de Educación, Deportes y Culturas 

Source: UNESCO (2024) 

Conclusion 

The results of the implemented policies have led to increased access to education and higher attendance rates among students. Data from the 2021 National Voluntary Report (UDAPE) show that, between 2015-2019, the attendance rate of the school-age population (4-17 years old) rose from 86% to 90.8%. The most significant increase in attendance rates was observed at the initial level, which rose from 36.5% to 61.3%, followed by the primary level, which increased from 96.9% to 98.7% (UDAPE, 2021, p.31). 

Another important piece of data is the number of enrolments. According to data from the General Directorate of Planning, in 2023, enrolment reached 2,951,164 students, of which 891,386 (30.20%) were from rural areas and 2,059,778 (69.80%) from urban areas. Regarding gender distribution, 1,445,375 (48.98%) were female and 1,505,789 (51.02%) were male (Ministerio de Educación, 2024). 

The Plurinational State of Bolivia has made substantial progress in providing education to its population. However, it still faces several challenges, including regional and geographic inequalities and income disparities. In addition to these issues, the country still grapples with a history of political instability that continues to affect the Bolivian people. 

 

Featured Photo by Alexander Grey on Unsplash

 

References 

Arispe, V. (2020). Educación intercultural: La perspectiva de los pueblos indígenas de Bolivia. Revista Caracol, (20), 167-186. Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo. https://doi.org/10.7440/res64.2018.03 

Estado Plurinacional de Bolivia (2009). Constitución Política del Estado Plurinacional de Bolivia.  Retrieved from http://www.gacetaoficialdebolivia.gob.bo/app/webroot/archivos/CONSTITUCION.pdf 

Estado Plurinacional de Bolivia (2010). Ley de la Educación Avelino Siñani-Elizardo Pérez. Retrieved from https://bolivia.infoleyes.com/norma/2676/ley-de-la-educacion-avelino-si%C3%B1ani-elizardo-perez-070  

Instituto de Investigaciones Pedagógicas Plurinacional (IIPP). (2023). Hitos de la educación en Bolivia – Serie Histórica N° I. Retrieved from https://www.ine.gob.bo/publicaciones/hitos-educacion  

UDAPE (2021). Informe Nacional Voluntario Retrieved from https://www.udape.gob.bo/portales_html/ODS/28230Bolivia_VNR.pdf 

Ministerio de Educación (2023). Equipe de Estatística Retrieved from https://seie.minedu.gob.bo/reportes/estadisticas/grupo1/matricula  

UNESCO (2024). Bolívia. https://siteal.iiep.unesco.org/pais/bolivia#Caracterizaci%C3%B3n 

Suárez Arnez, C. (1986). Historia de la educación boliviana. Don Bosco.