Ensuring Equal Access to Education: Addressing Socioeconomic Disparities in Albanian Schools 

Written by Iris Karoli 

In Albania, access to education remains unequal due to a complex interplay of social and economic factors. Despite strides since the end of communist rule, disparities persist, leaving many marginalized. Socioeconomic status, geography, ethnicity, and gender intersect to create barriers to quality education. Economic disparities hinder low-income families from affording schooling costs, while rural areas face resource and infrastructure challenges. Minority groups, like the Roma and Balkan Egyptians, encounter discrimination, and traditional gender roles limit girls’ access to education in some regions. Albania’s political nature, marked by historical transitions and ongoing reforms, also influences its education system. The country’s path from communist isolation to a multi-party democracy has seen improvements, but political instability and corruption have at times disrupted the educational progress. 

Despite primary education boasting a commendable enrolment rate of 97% and a completion rate of 107%, it doesn’t signify an absence of challenges in education accessibility. These figures underscore Albanian society’s prioritization of schooling and the significance placed on education. However, upon examining secondary education, the enrolment rate plummets to 75%, a figure significantly lower than regional averages and falling below standards set by the The Organization for Economic Co-operation and Development  (OECD) and the European Union (EU).  

Economic disparities play a significant role in worsening unequal access to education in Albania. Studies indicate that nearly 60% of the population resides in rural areas, where economic challenges are pronounced and many struggle to meet their basic needs.1 Consequently, children in these communities face unwarranted disadvantages in accessing education. The issue unfolds along two primary tracks: first, the financial constraints that hinder families from affording school-related expenses such as tuition fees, textbooks, and transportation. Despite education being free in Albania, many families still encounter financial challenges. Second, the lack of infrastructural investments in rural areas further compounds the problem, making it even more difficult for children to access educational opportunities. This dual challenge underscores the urgent need for targeted interventions aimed at alleviating economic barriers and improving infrastructure in rural communities to ensure equitable access to education for all children in Albania. 

There is a glaring absence of state aid for families facing financial difficulties in Albania. This lack of support is further exacerbated by inadequate infrastructure and the scarcity of schools, which intensifies the challenges faced by students. In many cases, children must undertake arduous journeys of 2-5 kilometres daily to reach school, particularly in remote areas where schools are often located in neighbouring villages. These journeys pose significant risks, especially during harsh winter conditions, when extreme weather and hazardous terrain, including river crossings and forest paths, increase the danger for young students. Furthermore, children are frequently placed in the same classroom regardless of their varying ages or disparities in knowledge levels. This occurs due to insufficient student numbers to form individual classes, resulting in a compromised quality of education. 

Social disparities significantly contribute to the widening of the inequality gap in Albania. While the ethnic makeup of the Albanian population comprises mainly Albanians (98.1%) and other minorities such as Greeks (0.9%) and various recognized groups including Vlach, Roma, Macedonians, Montenegrins, and Egyptians (1%), the latter face distinct challenges in accessing education despite constitutional recognition of their rights.2 Among these minorities, Roma and Egyptians are particularly marginalized, facing discrimination that permeates their educational opportunities. Economic factors exacerbate this disparity, with studies revealing that 64% of their income is allocated to basic necessities like food.3 Living in impoverished conditions, often sustained by collecting and selling recyclable materials, these minorities struggle to afford schooling for their children. Consequently, many children are not enrolled in school, as they are expected to contribute to their families’ income by assisting in street activities, further perpetuating the cycle of poverty and educational exclusion. 

The language barrier presents another significant hurdle contributing to educational disparities in Albania. While the official language is Albanian, and the country legally acknowledges and accepts the language and culture of the Roma community, educational instruction is exclusively provided in Albanian. This linguistic limitation widens the gap, particularly for Roma children who encounter difficulties learning in a language different from their own. As a result, their academic performance  often suffers. Despite this challenge, the state has yet to implement any programs or initiatives aimed at facilitating the education of these students and bridging the gap caused by language differences.  

Another issue promoting social disparities in education is the requirement for children to be registered at schools within the neighbourhood or zone where they reside. This policy poses significant challenges, particularly in densely populated urban areas like the capital city, Tirana. In Tirana, certain neighbourhoods consist primarily of social housing, trapping children from less privileged families in a cycle of disadvantage. The correlation between poverty, neighbourhood residency, and educational quality creates a self-perpetuating loop where children from economically disadvantaged backgrounds are confined to areas with limited resources and subsequently receive lower-quality education. This systemic barrier further causes social inequalities, hindering the prospects for upward mobility and perpetuating cycles of poverty in Albania’s urban centres. 

Gender inequality represents another significant factor contributing to disparities in education. While studies and data indicate minimal discrepancies between boys’ and girls’ access to education at lower levels, a substantial gender gap emerged in higher education enrolment rates since 2009. Recent statistics reveal a stark contrast, with male enrolment in higher education standing at 43%, while female enrolment lags far behind at only 18%, marking a 25% disparity between genders.4 This gap can be attributed to entrenched traditional norms in Albanian culture, which is predominantly patriarchal. Although young girls are often encouraged to complete secondary education, societal expectations dictate that their educational pursuits cease thereafter, prioritizing marriage and family formation. Consequently, many women are hindered from reaching their full potential due to these societal constraints, perpetuating the cycle of gender inequality in Albanian society. 

Albania faces the challenge of meeting Sustainable Development Goal (SDG) targets in education, with particular emphasis on improving specific areas. One major area requiring attention is increasing the percentage of young people achieving minimum proficiency in reading after lower secondary education. This involves enhancing reading programs, teacher training, and access to quality reading materials. Additionally, improving the completion rate in primary education is essential, focusing on reducing dropout rates and providing support to students at risk of discontinuing their education. Moreover, increasing participation rates in organized learning activities, such as extracurricular programs and vocational training, is crucial for fostering holistic development. Lastly, efforts to enhance proficiency in mathematics after the end of lower secondary education are needed, including curriculum improvements, teacher training, and educational resources. By addressing these specific challenges, Albania can make significant progress towards meeting its education-related SDG targets and ensuring a more inclusive and quality education system. 

In conclusion, Albania faces a complex web of challenges that contribute to inequalities in education access. Addressing these issues demands comprehensive strategies to dismantle structural barriers, challenge societal norms, and prioritize equitable education access for all. Additionally, investing in teacher training and curriculum development is essential for enhancing the quality of education and ensuring that all Albanian students have the opportunity to reach their full potential. By implementing inclusive policies, investing in infrastructure, and promoting cultural change, Albania can progress towards providing quality education to every child, regardless of background. Only through concerted efforts can Albania foster a more equitable and prosperous future for all its citizens.  

 

Photo by Kenny Eliason on Unsplash

References: 

Russian Education System: Lessons in Indoctrination

Written by Uilson Jones

The power of education is often repeated time and time again, turning it into a rather dry bit of cliché. However, the phraseology of just how crucial the educational system is, must not be looked at with boredom nor disdain. Rivera Sun, author and advocate for social justice, states that: “Whoever educates children controls the future”, and that “if we want a democratic future, we must plant the seeds in our little dandelions nationwide and ensure that our education is governed of, by, and for the people” (Sun, 2013). This often-repeated notion appears prescient not only in the centuries before our time, but also the point of time we found ourselves in currently – perhaps even more so. The current article aims to produce an overview and analysis of the Russian educational system, particularly after Russia’s full-scale incursion into Ukraine in 2022. This would therefore include the changes made to the educational system and its devastating implications for Russia’s youth, and by extension its future. The following is an attempt to break down the fundamental restructuring of schooling and as such the content of lessons, mandatory activities and extracurriculars involving school-age children.

Patriotic Education

Beginning on the 5th of September 2022, the Russian government imposed a series of major alterations for the ways in which Russian children are taught. The Russian government came out with a website known as ‘Conversations about the Important’ (Разговоры о Важном, n.d.). This website is being used as a portal for schoolteachers that outlines a strict curriculum to be followed when instructing a weekly class for pupils of all ages, ranging from that of first grade to the very end of secondary school. Far from a candid recommendation provided by the Russian government, this website acts as a comprehensive tool for teachers, with prepared presentations, instructions on what to say to children in the class, behaviour and conduct, amongst others. Schoolteachers are expected to abide by this curriculum and have no real agency to act otherwise. Every Monday, the first class each grade has is this carefully constructed propaganda lesson – Conversations about the Important. Rather than being purely optional, its is mandatory and covers a wide variety of topics from Russian history and current events which paint the picture in the way that Putin’s dictatorship craves. As an example, let us take an excerpt from a file dedicated to the class on the 7th of November 2022 in the name of the Day of National Unity. Filtering for grades 5-7, one can stumble upon this piece of text:

The excerpt is translated as follows:

Conversation

Teacher: Children! Quite recently we talked with you about the important role of a father in the family and raising children, about traditional Russian values, which are crucial to safeguard and pass onto the next generations. We came to the conclusion, that family – is the most important thing in the life of every person, it is support and support [опора и поддержка are synonyms for support in the Russian language], it is love and understanding. The citizens of a government are also one big UNITED family. And we – citizens of Russia – are a big family, in which we need to support and take care of one another. We have a governmental holiday, symbolizing our community cohesion – The Day of National Unity. It is as important now as ever, given that in the last years according to will of the people of the Russian Federation, five new territories entered: Crimea, Donetsk and Luhansk People’s Republics, Kherson and Zaporizhzhia Oblasts.

For this reason, the theme of our lesson is: “We – are one country!” [Author’s emphasis]

[Translated by Author]

In case this is seen as a one-off let us observe a few stanzas of a poem to be taught to Russian schoolchildren for grades three and above. This lesson was titled: Our Country – Russia.

Translation:

Teacher: We know that the wisdom of the people is reflected in its proverbs and sayings. Let us remember the proverbs about the motherland and the love towards it.

A person without the motherland, is but a nightingale without a song.

Don’t spare your strength nor life, for the motherland.

There are many different countries, but there is one motherland.

There is nothing in the world that is better, than our motherland.

You cannot change your motherland for anything.

Everyone loves their motherland.

The happiness of the motherland is worth more than life.

We will stand like a mountain for our native land.

For the motherland, it is not scary to die.

Love the motherland – Serve the motherland. [Author’s emphasis]

[Translated by Author]

 

These two excerpts reveal the severe propagandization evident in the Russian educational system. Not only are Russian children being force-fed Kremlin’s dogma about its current war in Ukraine, but there also appears to be a sharp increase of ultranationalist messaging and militarism within schools, where arms are observed to be side by side with textbooks (Institute of Mass Information, 2023). Having taken these excerpts as a starting point, one must look at other exercises that Russian students have no choice but to take part in. After which, it is necessary to analyse the causes and effects of such a policy on Russia, as well as its future generation.

Propagandizing School Life

In addition to these official changes made to the educational curriculum, there have been other unofficial ongoing developments to Russian schools. The sharp rise of Putin’s cult of personality has been observed to radically alter the lives of students, and school staff. To name but one example of how this changed the landscape, we can look at what a school day was like on the day of Putin’s birthday. Across various regions of Russia, students (oftentimes of very young age) were forced to send their leader birthday wishes (The Moscow Times, 2024). In a school in the Rostov region, children were told to kneel in the form of Putin’s name, stating that “we’re proud that the best president in the world rules over our country” (The Moscow Times, 2024).

Amnesty International (2023) has designated Russia’s new history textbooks as propaganda aimed at indoctrinating the next generations, not only in Russia, but also the temporarily occupied territories in Ukraine. These textbooks preach a dangerous form of alternate history. The editors and authors have peddled Kremlinite propaganda, and thus align the story to fit the dominant narrative in Russia. A reality in which Russia invaded a sovereign neighbour, butchering and terrorizing its population and occupying its territories suddenly evaporates. Replacing it is a faux reality, regurgitating that Russia is simply defending itself and going so far as to claim that the decision to live under occupied territories was the ‘will of the people’. The erasure of history is proceeding with a reinvigorated pace. Understanding these developments is of crucial importance, yet even more so is fighting back against the tide of reactionary ideas.

 

Reference List

Amnesty International. (2023). Ukraine/Russia: New history textbook is a blatant attempt to unlawfylly indoctrinate schoolchildren in Russia and Russian-occupied Ukrainian territories. https://www.amnesty.org/en/latest/news/2023/09/ukraine-russia-new-history-textbook-is-a-blatant-attempt-to-unlawfully-indoctrinate-school-children-in-russia-and-russian-occupied-ukrainian-territories/.

Institute of Mass Information. (2023). Guns and textbooks side by side: The Russian policy of militarizing children as violation of human rights. https://imi.org.ua/en/monitorings/guns-and-textbooks-side-by-side-the-russian-policy-of-militarizing-children-as-violation-of-i51954.

Pазговоры о Bажном [Conversations about the Important]. (n.d.). https://razgovor.edsoo.ru/.

Sun, R. (2013). The Dandelion Insurrection: Love and Revolution. Rising Sun Press Works.

The Moscow Times. (2024). Russian schoolchildren forced to send Putin birthday wishes on-camera. https://www.themoscowtimes.com/2024/10/07/russian-schoolchildren-forced-to-send-putin-birthday-wishes-on-camera-a86597.

Cover Image from Meduza

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

    Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between November 16th and November 30th, 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.

    November-16th-till-30th-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.

    Education Monitor: Around The Globe between November 1st and November 15th, 2024 Edition

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

    November-1st-till-15th-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.

    Current Issues Ethiopia’s Education Problem: 96% of students fail final school exam

    By Zoë Alford

    Hundreds of thousands of students are left without the opportunity for higher education due to a massive educational crisis currently facing Ethiopia. Out of the 3,106 schools administering 12th grade in 2023, 43% reported that no students had passed the Ethiopian General Secondary Education Certificate Examination (EGSECE) (Hood, 2023). This final exam is a prerequisite for university entrance and saw 96% of students failing for the second year in a row (Hood, 2023). The overwhelming majority of Ethiopia’s youth are now left with limited education opportunities and few choices for their future. While exam results are not the only measure of a country’s education system, such significant failure rates can only be symptomatic of one that is fractured and struggling.

    Structural Issues:

    The education system in Ethiopia is struggling to keep up with the burgeoning numbers of primary and secondary school students. Since 1990, students in primary education increased from 3 million to 20 million in 2018/19 (Tiruneh et al., 2021). With more students finishing primary school than ever before, Ethiopian pupils are continuing on into high school with limited resources and infrastructure in place to support them. Secondary enrollment has doubled in the last 10 years, going from 23% in 2011/12 to 46% in 2021/22 (Ministry of Education, 2022) This remarkable achievement has given greater access to education for children from disadvantaged backgrounds and drastically increased the number of girls in school. However, the rapid expansion of the education system has left it struggling to ensure all students are given a sound education and the resources they require (Tiruneh et al., 2021).

    Poor school infrastructure, inadequate distribution of resources and outdated materials have also fueled this crisis. Combined with a system stretched thin to meet the demands of ever-increasing pupils, hundreds of thousands of children have consequentially finished primary education without fundamental skills in literacy and numeracy (Hood, 2023). These abilities are not only essential for further education but also necessary to live a life of opportunity in a modern, globalised world.

    The lack of robust education combined with a burgeoning student population has also left Ethiopia without appropriately trained teachers. In the country’s teacher trainee program, many candidates have not completed the final 2 years of secondary education. Trainees often also score low when tested for their science and mathematics abilities (Assefa et al. 2021; Gebremeskel et al. 2017). This leaves a major gap in the education system for educated and well-trained teachers, creating a cycle where limited education creates poorly educated teachers, creating further inadequate education for younger students in fundamental subjects. There is also a high student-to-teacher ratio, stretching what teachers that Ethiopia does have already, thinner (Assefa et al. 2021). Ethiopia has recognized that their educational system must consider the gap between their societal goals for education and the general student learning experience (Hood, 2023).

    Covid-19:

    It is also important to note that the Covid-19 pandemic widened the education gap. Lockdowns in 2020 prevented more than 26 million students from learning over a period of 8 months (Araya et al., 2022). With limited online learning materials and resources, students were required to catch up on 8 months’ worth of lessons lost in just 45 days. Primary school students in 2021 had lower foundational numeracy skills and made slower progress in numeracy as the year progressed, compared to students from 2018 (Araya et al., 2022). The pandemic lockdowns also heavily affected students from rural and lower-income families, with pupils from these backgrounds having the lowest numeracy levels in their cohort (Araya et al., 2022). The pandemic therefore exacerbated the systemic problems already prevalent in Ethiopia’s education system.

    Internal Conflict:

    The Tigray War in northern Ethiopia also likely added to the declining exam results. Lasting from November 2020 until November 2022, the conflict caused a humanitarian crisis, human rights abuses and destruction of infrastructure, including educational institutions. The conflict affected around 1.4 million children in the region, with many parents too concerned about their children’s safety to send them to school (Belay et al., 2023). This conflict severely limited access to education, for reasons such as trauma, loss of infrastructure and population movement (Belay et al., 2023). The armed conflict in Tigray has not only impacted on educational achievement in the region but also limited education opportunities. This has been cited as another reason for the extremely low pass rate in Ethiopia in recent years (Belay et al., 2023).

    Looking forward:

    An overall greater financial investment in education would offer a fast-tracked solution to many of Ethiopia’s’ education systemic problems. Funding for additional, more uniform and up to date learning resources as well as improving school infrastructure would greatly increase educational quality for all students. Higher salaries, a stronger teacher training program and leadership training would encourage and upskill both current and potential teachers in Ethiopia (Tena & Motuma, 2024). Leadership training and a better trainee program can also be achieved via greater investment in university education, which has the potential to play a critical role in overcoming widespread structural issues. Investing in universities encourages innovation and improvement in curriculum, teacher training programs and capacity building within the education system (Tena & Motuma, 2024).

    Greater focus on students from disadvantaged backgrounds would also ensure that Ethiopia’s most vulnerable pupils would not miss out on an education. Targeted support for low-performing students, those from low socio-economic backgrounds and students from rural areas would prevent further widening learning inequalities (Araya et al., 2022). When possible, employing technological forms of teaching would keep pupils in school who otherwise would not be able to attend, whether caused by conflict, illness or events like Covid-19. When online learning is not possible, continuing to encourage the importance of education across local communities and providing learning resources would greatly encourage students from disadvantaged backgrounds to continue their education (Araya et al., 2022). Ensuring pupils can still access education, despite conflict, pandemics or remoteness is essential to ensure such high rates of failure do not continue in the future.

    Overall, Ethiopia must continue to invest and improve in their education system. This will ensure the robust functioning of not only its economy, but the right to self-determination for all Ethiopians regardless of economic background. Education has the power to reduce inequality and poverty and it is therefore necessary to ensure that future Ethiopian generations are not left behind.

    References

    Araya, M., Rose, P., Sabates, R., Tiruneh, D.T., Woldeanna, T. (2022). Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing student achievement in early primary grades before school closures, and after they reopened. Rise Insight Series. Retrieved from https://riseprogramme.org/publications/learning-losses-during-covid-19-pandemic-ethiopia-comparing-student-achievement-early.html

    Assefa, S., Asfaw, A., Fufa, D., Zewdie, G., Wodajo, H., Kekeba, H. & Tola, T. (2021). Status of teacher education programs in Ethiopia: Policy, curricula and resources. The Ethiopian Journal of Education, 41(1), 247-296.

    Belay, F., Berhane, D., Teshale, H., Mulubrhan, G., Hagos, T., Gebremariam, H., Brhane, T., Islam, Z. (2023). The effect of war on educational institutions of Eastern Tigray zone, Tigray state, Ethiopia. International Journal of Educational Development, 102:102864. Retrieved from

    https://www.sciencedirect.com/science/article/abs/pii/S0738059323001402#:~:text=Children%20did%20not%20attend%20schools,relevant%20to%20the%20war%20experiences.

    Gebremeskel, H.H., Ahmed, A.Y., Getahun, D.A., Debele, M.L., Tibebu, D., Wondem, D.T. (2017). Revisiting teacher educators’ training in Ethiopia: Implications for a new approach to curriculum development. Bahir Dar Journal of Education, 17(2), 89-105.

    https://www.ajol.info/index.php/bdje/article/view/249011/235474

    Hood, L. (2023, November 23). Ethiopia’s education system is in crisis – now’s the time to fix it. The Conversation. Retrieved from https://theconversation.com/ethiopias-education-system-is-in-crisis-nows-the-time-to-fix-it-217817

    Ministry of Education (2022). Education statistics annual abstract (ESAA). Federal Republic of Ethiopia. Retrieved from https://moe.gov.et/storage/Books/ESAA%202014%20EC%20(2021-22%20G.C)%20Final.pdf

    Tena, B. & Motuma, F. (2024). Policy reforms and unresolved educational challenges in Ethiopia: Implications for the University of Education. Bahir Dar Journal of Education, 24(1), 147-167. https://dx.doi.org/10.4314/bdje.v24i1.10

    Tiruneh, D., Hoddinott, J., Rolleston, C., Sabates, R., Woldehanna, T. (2021). Understanding achievement in numeracy among primary school children in Ethiopia: Evidence from Rise Ethiopia study . RISE Working Paper Series. Retrieved from https://www.researchgate.net/profile/John-Hoddinott-2/publication/359826987_Understanding_Achievement_in_Numeracy_Among_Primary_School_Children_in_Ethiopia_Evidence_from_RISE_Ethiopia_Study/links/64676983c9802f2f72ea0135/Understanding-Achievement-in-Numeracy-Among-Primary-School-Children-in-Ethiopia-Evidence-from-RISE-Ethiopia-Study.pdf

    Featured image by Emmanuel Ikwuegbu from Unsplash

    New property rental laws in the Netherlands: Affordable rent act

    Written by Loes Barendrecht

     

    From the 1st of July 2024 new rental laws are implemented in the Dutch housing market: The Fixed Rental Contracts Act (Wet vaste huurcontracten). Both for tenants and landlords this new legislation will bring significant changes, aimed to protect the tenants and provide more security. This short article will discuss the main changes, the reasons behind these changes, and highlight potential consequences for students.

    Main Changes
    From the 1st of July 2024 it is only allowed to offer a rental contract for an indefinite period. Until July 1, 2024, landlords were free to offer fixed term tenancy agreements, these temporary rental contracts automatically end after a set period. However, from July 1, 2024, only permanent rental contracts can be offered. This means that all new rental contracts offered by landlords have to be for an indefinite period. The already existing temporary contracts will remain valid until their end date, but if these contracts are extended, they will be permanent as well.
    Exceptions to the Rule
    Although permanent rental contracts are now the norm, there are several important exceptions included in a General Administrative Order (AMvB). For specific groups, for example students and urgent housing seekers, it is still possible to obtain a rental contract for a fixed term. However these contracts come with strict rules and can only be for the maximum period of two years.
    Reasons for the Changes
    The main reasons for the legislation to change was to provide tenants with more security regarding their living situation. Temporary rental contracts can cause uncertainty as tenants often have to move or renegotiate their rental terms at the end of the contract, leading to higher costs. By mandating permanent rental contracts, the position of tenants is strengthened, especially in a stressed housing market as in the Netherlands.
    Consequences for Students and International Students
    However, particularly for students, the new legislation could have some positive consequences. If the landlord decides to offer a permanent contract, then the law offers more security for students who want to stay in one place longer. They no longer have to worry about finding new accommodation at the end of a temporary contract. This could be particularly beneficial for international students who are often less familiar with the local housing market and have a smaller network to rely on.
    But if the landlord decides to offer a fixed contract, students can still benefit from the option of concluding a temporary rental contract for a maximum of two years. This is useful for students who are studying at a particular location for a short period, such as during an exchange program.
    Potential Challenges
    However there are also some challenges with these new regulations. A possible challenge is that landlords might be less motivated to rent to students, since they have to offer a permanent contract. This could in the long term limit the availability of student housing, especially in cities with high demand for student accommodation.
    On top of that, the introduction of permanent rental contracts could lead to an increase in rental prices as landlords try to minimize their risks. Students, who in general do not have a lot of money, may experience additional financial pressure as a result.
    In short
    The Fixed Rental Contracts Act, effective from July 1, 2024, changes the Dutch rental market. While the law is intended to provide tenants with more security, specific exceptions have been made for certain groups. This legislation will increase housing security for many tenants but may also introduce new challenges, especially for students and international students. It is important for both tenants and landlords to stay up to date about the new rules and understand their rights and obligations.

    Download This Report

    Source

    Changes in rules and regulations in summer and autumn 2024 | I amsterdam. (n.d.). I Amsterdam.
    https://www.iamsterdam.com/en/live-work-study/living/whats-changing-in-the-netherlands-in-summer-2024

    Ministerie van Algemene Zaken. (2024, July 15). Mag mijn verhuurder mij een tijdelijk huurcontract aanbieden?Rijksoverheid.nl. https://www.rijksoverheid.nl/onderwerpen/huurwoning-zoeken/vraag-en-antwoord/wanneer-kan-ik-tijdelijk-huren

    Ministerie van Binnenlandse Zaken en Koninkrijksrelaties. (2024, June 7). Wet vaste huurcontracten vanaf 1 juli 2024 van kracht. Nieuwsbericht | Rijksoverheid.nl. https://www.rijksoverheid.nl/actueel/nieuws/2024/06/07/wet-vaste-huurcontracten-vanaf-1-juli-2024-van-kracht

     

    Freedom of expression in Turkey: Lawyers and Arrests: Dilek Ekmekçi and others

    By Panashe Marie Louise Mlambo

    Freedom of expression is a fundamental human right that protects the ability to express oneself without unjustified restrictions. It is normally undisputed when dealing with social media presence when individuals share their opinions without erroneous implications. However, in Turkey, despite the Constitution providing for freedom of speech, many laws and legislations have been enacted, and amendments have been made to undermine the very principle of freedom of expression. This article will provide an analysis of freedom of speech and the legal system in Turkey and take a look at the charges against different lawyers in the context of International law, Turkish Law, and countries near it, using the 2024 case of Dilek Ekmekçi as the case study. 


    The Arrests of Lawyers

    A lawyer named Dilek Ekmekçi was released from prison on October 22, 2024, only to be promptly detained again by police, reflecting the ongoing repression faced by legal professionals in Turkey. This incident follows a troubling trend highlighted by the Court of Cassation’s ruling on September 18, 2020, which upheld the sentences of 14 human rights lawyers from the People’s Law Office, , who were convicted on similar charges. The crackdown continued with the recent arrest of Naim Eminoğlu and Doğa İncesu on July 2, 2024, both prominent members of the Progressive Lawyers Association, accused of being part of the Gülen Movement.  In January 2024, a staggering sentence of over 125 years was handed down to 19 lawyers,  further illustrating the Turkish government’s aggressive stance against those perceived as dissenters. These cases underscore the precarious situation for lawyers in Turkey, where legal actions are increasingly viewed as tools for political suppression rather than justice.


    The law against the people

    Under The Social Media Law (2020), the Turkish government can restrict and monitor any social media interactions and online free speech if necessary  and this is one of the ways in which all these lawyers mentioned above had their data used for a case to be made against them. Coupled with Turkey’s Anti-Terror Law (Law No. 3713), which penalises individuals who disclose or publish the identity of officials on anti-terrorist duties or who identify such persons as targets, this is used broadly, and in most cases of online discourse, the different individuals are arrested for incitement and spreading of terrorism rhetoric.  


    In addition to the above, law enforcement usually limits freedom of speech with Article 125 of the Penal Code, which criminalises defamation and slander. In 90% of the cases above, the three legislations are cited together to justify the limitation of freedom of speech and arrest individuals who use online platforms to share their opinions on fraud, murder, and many more. Recent developments, such as the passing of the controversial “disinformation law” in October 2022, exemplify this trend by criminalising the dissemination of false information, which is determined by the government. 


    As can be deduced from the above cases and legal frameworks in Turkey, the country’s laws are against international laws of freedom of speech, particularly breaches Article 10 of the European Convention on Human Rights (ECHR), which guarantees the right to freedom of expression, including the freedom to hold opinions and to receive and impart information without interference by public authority.  The disinformation law also violates Article 19 of the International Covenant on Civil and Political Rights (ICCPR), which protects the right to seek, receive, and impart information.  


    In 2021, the ECHR ruled that Turkey violated freedom of expression rights in the case of Vedat Şorli, who faced criminal charges and pre-trial detention for criticising the president on social media.  The ECHR concluded that this conviction represented unjustified interference with Şorli’s freedom of speech and in a 2014 case, journalists Ahmet Şık and Nedim Şener were detained as part of the OdaTV investigation after publishing material critical of government-linked entities. The ECHR ruled that their detention violated both their rights to a fair trial and freedom of expression. 


    Despite these findings, he Turkish government continues utilising the legal frameworks to arrest and detain different individuals who use social media to criticise the government. 

    Lawyer Dilek Ekmekçi

    The case of Dilek Ekmekçi highlights the ongoing challenges to judicial independence and freedom of expression in Turkey. Ekmekçi, after accusing prominent leaders of the Nationalist Movement Party (MHP) of being involved in the assassination of former Grey Wolves leader Sinan Ateş, was arrested; her allegations targeted high-ranking MHP members, including figures close to Turkish President Recep Tayyip Erdoğan; she was charged with defamation and insulting public officials through social media posts. Despite an initial release, the prosecutor’s appeal led to her re-arrest by the Istanbul 25th High Criminal Court. 


    In her court statements, Ekmekçi claimed that her detention was due to a fabricated indictment and referenced other government actions intended to undermine her legal standing. She cited instances where she was pressured, including through threats of psychiatric evaluations and multiple lawsuits. Ekmekçi’s defence argued that her prosecution was a retaliatory measure aimed at silencing her criticism, categorising the case as a SLAPP (Strategic Lawsuit Against Public Participation), often used to intimidate and suppress dissenting voices. 


    The state of freedom of expression 

    The state of freedom of expression in Turkey has reached a critical juncture, characterized by systemic repression and legal frameworks that stifle dissent. Recent legislative measures, such as the controversial “disinformation law” passed in October 2022, exemplify the government’s tightening grip on free speech, allowing for the criminalisation of information deemed false and imposing severe penalties for those who share it (Amnesty International, 2022).  


    This law has been criticised for creating a chilling effect, deterring individuals from expressing their opinions, or engaging in public discourse for fear of prosecution. Additionally, the Turkish judiciary has increasingly become an instrument of political control, often disregarding rulings from the European Court of Human Rights that emphasise the protection of free expression (English PEN).  


    The cases of lawyers like Dilek Ekmekçi, who faced charges under anti-terrorism laws for their advocacy work, highlight the precarious position of legal professionals in Turkey. As the government continues to utilise vague legal definitions to target critics, it undermines not only national constitutional guarantees but also international human rights obligations, effectively rendering freedom of expression nearly non-existent in Turkey’s current political climate (Freedom House).


    Conclusion

    It is evident that the Turkish government’s restructuring of the legal system aims to suppress all criticism of its officials and minimise freedom of expression. The excessive measures employed to address issues such as slander against officials do not resonate with the general public, and the blatant disregard for international law and democratic principles raises serious concerns that must be addressed. The legal profession, much like activism, journalism, and other sectors of society, deserves to uphold its freedom of expression. The direct targeting of the judicial system, evidenced by the significant number of lawyers arrested in less than a decade, signals a broader issue within the system and undermines the Turkish government’s claims of democracy. The case of Dilek Ekmekçi is not an isolated incident; rather, it reflects a troubling pattern of similar cases occurring throughout the country.

    Featured Photo by Wesley Tingey on Unsplash

    References

     i       Front Line Defenders. (n.d.). 14 lawyers arrested and charged. Front Line Defenders. Retrieved from https://www.frontlinedefenders.org/en/case/14-lawyers-arrested-and-charged 

     ii       International Observatory for Lawyers in Danger. (n.d.). Joint statement of international protest condemning Turkey’s arrest of Naim Eminoglu and Doğa İncesu of the Progressive Lawyers Association (CHD). International Observatory for Lawyers in Danger. Retrieved from https://protect-lawyers.org/en/joint-statement-of-international-protest-condemning-turkeys-arrest-of-naim-eminoglu-and-doga-incesu-of-the-progressive-lawyers-association-chd-2/ 

     iii      The Arrested Lawyers Initiative. (2024). Ankara appeal court defies ECHR, sentences 19 lawyers to 125 years. The Arrested Lawyers Initiative. Retrieved from https://arrestedlawyers.org/2024/01/31/ankara-appeal-court-defies-echr-sentences-19-lawyers-to-125-years/ 

     iv      Kandemir, E., & Hudson, M. (2022). Turkey’s new media law is bad news, but don’t report it. Brookings Institution. Retrieved from https://www.brookings.edu/articles/turkeys-new-media-law-is-bad-news-but-dont-report-it/ 

     v      Republic of Turkey. (1991). Anti-Terrorism Law (Law No. 3713) on crimes committed by terrorist organizations. Official Gazette of the Republic of Turkey.

     vi      United Nations. (1966). International Covenant on Civil and Political Rights (ICCPR). United Nations Treaty Collection.  

      European Court of Human Rights. (2021). Şorli v. Turkey. European Court of Human Rights.

     vii    JURIST. (2021). Europe rights court: Turkey liable for freedom of expression right violation. JURIST News. Retrieved from https://www.jurist.org/news/2021/10/europe-rights-court-turkey-liable-for-freedom-of-expression-right-violation/ 

     ix    Turkish Minute. (2024). Lawyer arrested after accusing Erdogan, far-right ally of ex-Grey Wolves leader’s murder. Turkish Minute. Retrieved from https://www.turkishminute.com/2024/09/02/lawyer-arrested-after-accusing-erdogan-far-right-ally-ex-grey-wolves-leaders-murder/ 

     x    Amnesty International. (2022). Turkey: New disinformation law poses serious threat to freedom of expression. Amnesty International.  

     xi      English PEN. (n.d.). Turkey: Freedom of expression in jeopardy. English PEN. 



    Education Monitor: Around The Globe between October 16th and October 31st, 2024 Edition

    Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between October 16th and October 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.

    October-16th-till-October-31st-2024-Edition-1

    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.

    Educational Challenges in the U.S. Virgin Islands

    Written by Aoibhínn Kiely

    Introduction

    The U.S. Virgin Islands are situated in the Caribbean Sea, located some 64 to 80 kilometres east of Puerto Rico. The region consists of three larger islands, St. Croix, St. Thomas and St. John, and approximately 50 smaller cays and islets, amassing a total area of 133 square miles. Due to the inviting climate, the U.S. Virgin Islands attracts a large number of tourists each year, however tourism is one of the region’s only economic resources, and financial aid and funding is provided by the United States. The region is at risk for hurricanes, with an average of 5 passing the region yearly, and in September of 2017 the territory sustained extreme damage from a barrage of two Category 5 hurricanes within the span of two weeks. Irma and Maria together destroyed virtually all crops of St Croix and an estimated 90% of buildings in the territory were destroyed or severely damaged.  

    Education in the U.S. Virgin Islands is compulsory and government-run schools operate for free. The Virgin Islands Department of Education runs 21 elementary schools, six middle schools and six high schools between two school districts spread between the three main islands. The territory also sports one university, The University of the Virgin Islands, a public liberal arts based university.  However, a great number of students attend private schools, and most of the families who relocate to the U.S. Virgin Islands opt to send their children to private or religious affiliated schools, who also charge a tuition fee. Educational challenges in the U.S. Virgin Islands are characterised by poor funding, staff shortages, and struggling infrastructure, causing huge barriers to adequate education for the working class population of the islands.  

    Unsafe working (and learning) conditions  

    The vast majority of those who relocate to the U.S. Virgin Islands will decide to send their children to a private school to receive their education. With the Peter Gruber International Academy, situated on St. Thomas, requiring annual tuition ranging from $13,150 to $21,000 excluding materials and accreditation fees, it is starkly obvious that this option is not for everyone. However, given the state of current affairs in public schools, there is no doubt as to why parents would go out of pocket to avoid their children attending the region’s public schools. In September 2023, teachers across St. Croix walked out of their classrooms in protest, claiming that the conditions they are expected to work in are untenable and entirely unsafe. The protesting teachers mention not only the long-standing issues of underfunding for the schools, but also sweltering temperatures that have to be endured in classrooms, many of which have no clean drinking water. This region, famous for its balmy temperatures, has schools operating without air conditioning. The response to this protest has been to implement schedule adjustments, enforcing earlier dismissal and shortened class periods for the schools on St. Croix. In effect, poor funding has caused policy makers to opt for less schooling hours as opposed to providing adequate equipment to the schools. 

    Teachers are not the only individuals enraged by these conditions, as students took to the streets in protest of the unsafe conditions they are expected to learn and grow under. Students from two historically rivalling highschools put their differences aside as they called for immediate action from leaders. Devastating heat and lack of air conditioning were only the tip of the iceberg for these students, as placards being held high mentioned termites, mould, leaking ceilings, and other structural ailments concerned with the physical school buildings. Further prompting the action was the stark lack of funding for equipment and maintenance workers. School facilities in the U.S. Virgin Islands have sustained damage not only from the hurricanes in 2017, but also many in the 90s and less severe instances in 2021 and 2022. As a result the infrastructure must constantly be repaired and seen to, which these students believe is not being upheld on the side of maintenance due to exceedingly poor funding. One of the schools in which the students came from, Educational Complex High School, is used as a hurricane shelter, which the students reiterated, poor maintenance is not only an educational disadvantage but a genuine health and safety hazard for those living on the island. The students stood in unison demanding answers to where the large budgets dedicated to the Department of Education have been going, and hoping together that their action will spare future students on St. Croix from the conditions they have to currently endure.  

    Where have all the teachers gone? 

    Dr. Dionne Wells-Hedrington, commissioner of the Virgin Islands Department of Education cannot stress enough the risk that classrooms will not be filled when the 2023/2024 school year begins. With learning deficiencies in the region presenting themselves as a challenge at present, the 127 teachers reaching retirement age represent a looming loss to the educational system on the islands and a concerning prospect for the students. The school year 2022/2023 saw 33 teachers separate themselves from the department, expanding the 43 pre-existing teaching vacancies in the region. The strategy being employed by the department in an attempt to tackle this growing issue that has been used for years, to try to recruit teachers from outside the territory to fill the gaps. The Department has been driven to launch a special appeal to recruit degree holders and retired teachers to fill substitute teacher positions. The situation remains dire however with Wells-Hedrington informing lawmakers last year that nearly 200 teachers and support staff retired or resigned from the already struggling public school education system between June 2022 and August 2022. Furthermore, the number of non-certified professionals working in the public schools on the Islands far outnumber those certified, with only 228 certified professionals in comparison to 610 non-certified professionals.  Emmanuella Perez-Cassius, the Board of Educations Vice Chairwoman, is adamant that educators need to receive higher pay, consistent curriculum mandates and better working conditions.  

    A storm of mental distress 

    The Board of Educations Vice Chairwoman further remarked that schools are sorely lacking formal trauma and mental health alert systems for children who need aid with serious issues. The Islands align with national data, indicating that children in America are in the midst of a mental health crisis. St. Croix Foundation reported in 2021 that 22.5% of middle schoolers had “seriously considered suicide” and 33.5% of high school students “felt so sad or hopeless almost every day for two or more weeks that they stopped doing some usual activities”. As this data was collected in the aftermath of the aforementioned hurricanes, it was seen as a cry for help and a call to action for the community of the Islands, with special emphasis on the education system to support children struggling in the region.  

    In July 2023 Perez-Cassius made it clear that schools are not up to date with critical information that can protect children from a mental health crisis. As a result she called for direct and ongoing communication between the Department of Education and Department of Health, as well as other organisations concerning treatments, school services, and awareness for students with escalating mental health concerns. The Vice Chairwoman additionally called for the implementation of training on trauma based interventions and approaches. Studies have suggested that students on the islands experience PTSD at a significantly higher level than the general population, and a lack of intervention from the education system is an unfortunate shortfall that devastatingly lets students, and teachers alike, down.  

    Leadership for change  

    Although there is no absence of challenges faced by those pursuing education through the system in the U.S. Virgin Islands, these very individuals have shown resilience and perseverance time and time again in the face of challenges. The bravery of the protesting teachers and the voices of strong leaders such as Perez-Cassius and Dr.  Wells-Hedrington are not going unseen and unheard as attention is being drawn to these areas of concern. Furthermore, the children in the region have stepped up and shown that they will no longer allow for unsafe conditions to be tolerated. These students have shown responsibility and dedication in a way that no child should ever have to. Their passion and drive through their protests and their demands of lawmakers have made waves in their communities and it will be impossible for those in power to ignore their rightly placed rage.  After the terror of Irma and Maria the people of the U.S. Virgin Islands have worked hard to rebuild themselves and their education system, demonstrations of strength that will stand to the region with any hope.  

    Featured image by “Back to school/ Picture by MChe Lee via Unsplash” 

     

    References 

     

     

    Current Issues The conflict in Congo: impact on education

    By Zoe Alford

    The Democratic Republic of Congo (DRC) is undergoing a major humanitarian crisis, that is severely impacting education and human rights. Due to the ongoing conflict in the region, millions of people have been displaced, teachers kidnapped and schools turned into battlegrounds. Escalation of the conflict in the North Kivu region of the DRC has forced 540 schools to close in the past year, removing pivotal educational opportunities from many students (Save the Children, 2024).

    Education in the DRC:

    This current situation unravels decades of progress in the DRC, where great strides had been made in recent decades to create universal access to education. Access to primary school education has increased significantly in the last few decades, with net attendance rates increasing from 52% in 2001 to 78% in 2018 (UNICEF, 2024).

    Nonetheless, the country still faces major structural issues regarding access to education. 7.6 million children and half of all girls between age 5-17 are not in school, with the cost of school for families living in poverty being a major reason (UNICEF, 2024). Despite the promise of free primary education from the DRC government, households facing extreme poverty struggle to pay for registration fees, school uniforms and school supplies (UNICEF, 2024). Secondary school enrolment rates further reflect this education gender gap, with 44% of girls enrolled compared to 70% of boys (UNESCO, 2024). This is further reflected in secondary school completion rates with just 51.4% of girls and 63.5% of boys continuing onto graduation (UNESCO, 2024). For higher education, 5% of women and 8% of men were enrolled in tertiary education in 2020 (UNESCO, 2024).

    Payroll fraud, insufficient budgets, and a lack of materials and infrastructure also create challenges for the educational system in the DRC. Many of the 500,000 teachers in the country have gone without government pay for many years, leaving parents responsible to supplement their pay (Brant et al., 2021). In a country with already high levels of poverty, this creates a major financial obstacle to education. Teachers often must supplement their low incomes with second or even third jobs, reducing their time, energy, and passion and consequentially the quality of teaching (Brant et al., 2021).

    The gender gap in school enrolment, the socio-economic disparities in educational access, as well as financing issues, are only worsened by the escalating conflict in the DRC. With the closing of hundreds of schools in the country, these systemic issues have and will continue to exacerbate, leaving hundreds of thousands more and more children without education opportunities.

    Violence in North Kivu:

    Since the beginning of the conflict in DRC in 1996, more than 6 million people have died and many millions more displaced (CFR, 2024). Beginning in the aftermath of the Rwandan genocide, the First Congo War saw the invasion of the eastern part of the DRC by Rwandan troops and Congo-based Tutsi militias. The invasion of the north Kivu region was supported by Uganda, Burundi and Congo’s then opposition leader and future leader Laurent Kabila. Rwandan officials justified the invasion, arguing that Hutu groups in eastern DRC were still a threat to their Tutsi population who had been decimated during the genocide. While some Hutu militants were killed, the majority of the thousands of causalities were refugees and non-combatant Congolese (CFR, 2024). In 1998, the second Congo War saw worsening political tensions between armed groups and governments in the region. With targeted campaigns against the Huti amounting to war crimes, it caused international outrage. In a failed coup attempt, DRC’s leader, Kabila, was assassinated and replaced by his son (CFR, 2024). The following years saw peace agreements between DRC, Rwanda and Uganda implemented, however rebel groups continued to emerge creating tensions and flashpoints in the last two decades. Most notability, is M23, a mostly Tutsi rebel group with ties to the Rwandan and Ugandan governments. The name is taken from March 23 2009, when the National Congress for the Defence of the People (CNDP) signed a peace treaty with the DRC government, becoming a political party and the M23 soldiers integrated into the Armed Forces of the Democratic Republic of the Congo (FARDC). The Allied Democratic Forces (ADF), and Islamic State (ISIS) are two major Islamist rebel and affiliated militia groups (Lawal, 2024). The DRC’s abundance of natural resources, especially their large reserves of rare earth minerals and metals essential for modern technology, has propelled their local problems onto the international stage. The involvement of China and historically, large US tech companies has only created further tensions and deepened inequality.

    The violent and fraudulent national elections in 2023 saw major clashes between M23 and ADF. This again escalated in February 2024, creating a humanitarian disaster, political chaos and insecurity across the region. Education is not only indirectly affected by this conflict, but also actively targeted. Armed groups have seized 23 schools in the north Kivu region and directly attacked 10 schools (Save the Children, 2024). Teachers have also been kidnapped and students abducted on the way to school or in class. A further 29 schools have also been turned into emergency shelters for displaced civilians (Save the Children, 2024).

    Conflict and its impacts on education:

    Conflict also indirectly impacts on the right to education. Economic hardship often leaves children forced to work instead of going to school, with girls disproportionally affected. The long-term consequences of conflict can be felt by generations to long-term development setbacks and lack of opportunity (Mlaba, 2023). This leads to long term economic and social disruption, which in turn can trigger further conflicts in the future. Education and its relationship to conflict is often “complex, multi-scalar and non-linear” (Novelli & Cardozo, 2008), meaning that the impacts of conflict are often not immediately noticeable.

    Emergency Education:

    International efforts have been made to mitigate these effects by protecting education during conflicts and promoting conflict-sensitive education strategies (Mlaba, 2023). As an example of such mitigation efforts, UNICEF, the European Commission’s Civil Protection and Humanitarian Aid department (ECHO) and the Central Emergency Response Fund (CERF) have partnered up to construct three temporary learning spaces (UNICEF, 2024). In just a few weeks, with support from local communities, classrooms were constructed using wood and other readily available materials. These new spaces have allowed several dozen additional pupils to enrol. The temporary classes provide displaced children the opportunity to continue their education and benefit children from nearby families (UNICEF, 2024). On top of their academic studies, students are also learning essential social skills, such as interacting and building relationships with others outside their immediate community. Unfortunately, however, with around 3 quarter of a million children out of school because of this conflict, a lot more must be done to ensure all Congolese children have access to education (UNICEF, 2023).

    Conclusively, To to ensure peace and development not only in the DRC, but across the globe, it is of paramount importance that education is prioritised for all children. By protecting education, investing in quality teachers, educating future generations about history and financing rebuilding projects, a more stable and equal society can be reached. While access to education is perhaps not the first issue that comes to mind when discussing the conflict in the DRC, it is highly important to use education as a tool to safeguard long-term stability and peace.

    References

    Brandt, C.O., Marchais, G., Mwakupemba, J.T., Moshonas, S. De Herdt, T. (2021). Why payroll fraud in the DRC’s education sector will be hard to fix. The Conversation.

    https://theconversation.com/why-payroll-fraud-in-the-drcs-education-sector-will-be-hard-to-fix-162257

    Center for preventative action (CFR). (May 15, 2024). Conflict in the Democratic Republic of Congo. https://www.cfr.org/global-conflict-tracker/conflict/violence-democratic-republic-congo

    Lawal, S. (February 21, 2024). A guide to the decades-long conflict in DR Congo. Aljazeera. https://www.aljazeera.com/news/2024/2/21/a-guide-to-the-decades-long-conflict-in-dr-congo

    Mlaba, K. (June 26, 2023). How do war & conflict impact education? Global Citizen. https://www.globalcitizen.org/en/content/how-do-war-conflict-impact-education/

    Novelli, M., & Cardozo, M.T.L. (2008). Conflict, education and the global south: New critical directions. International Journal of Educational Development, 28(4), 473-488. doi.org/10.1016/j.ijedudev.2008.01.004

    Save the Children. (2024, March 28). DRC: Violence in North Kivu forces over 500 schools to close, with teachers kidnapped and students terrified [Press release].

    https://www.savethechildren.net/news/drc-violence-north-kivu-forces-over-500-schools-close-teachers-kidnapped-and-students-terrified

    UNICEF. (March 29, 2023). Conflict in eastern DRC is having a devastating impact on children’s education. UNICEF [Press release].

    https://www.unicef.org/press-releases/conflict-eastern-drc-having-devastating-impact-childrens-education

    UNICEF. (2024). Education: every child has the right to go to school and learn.

    https://www.unicef.org/drcongo/en/what-we-do/education

    UNICEF. (February 22, 2024). A wish to return to school is realized. UNICEF

    https://www.unicef.org/drcongo/en/stories/wish-return-school-realized

    UNSECO. (January, 2024). Congo, Democratic Republic (DRC): Education Country Brief. International Institute for Capacity Building in Africa.

    https://www.iicba.unesco.org/en/node/80#:~:text=According%20to%20the%20UNESCO%20Institute,and%2063.5%20percent%20of%20boys

     

    Featured image by Doug Linstedt  from Unsplash