Seychelles’ Educational Success: A Model for Sub-Saharan Africa?

Written by Zoë Alford

In February this year, the African Union (AU) announced that 2024 would be the “Year of Education”. With the AU working together with UNICEF, it hopes to bring the right to education to every child across the continent, while ensuring life long and resilient education systems (UNICEF, 2024).  

Substantial efforts have already been made in the last 20 years to increase education rates in Africa, with completion rates increasing from 52% to 69% between 2000 and 2022 in primary school (UNICEF, 2024). This impressive achievement means that more children are receiving an education than ever before. Despite this, the out of school population in Africa increased by 12 million between 2015-2020, with one in four school-age children still not in school (UNICEF, 2024). Quality of education is also a major concern, with 9 out of 10 children in sub-Saharan Africa unable to read and understand a simple text by age 10 (UNICEF, 2024). When looking at countries in the region that have transformed their education system, Seychelles emerges as a huge success in ensuring access to quality education for all as a fundamental human right. 

A Benchmark of Excellence

Seychelles’ educational success is underscored by its high literacy rates and strong school attendance. The government mandates free and compulsory education for children up to the age of 16, ensuring that all children, regardless of background, have access to schooling. As of 2021, the literacy rate stood at an impressive 96.9%, with over 90% of children completing their primary education (UNESCO, 2024). These metrics place Seychelles ahead of many of its sub-Saharan peers, highlighting the effectiveness of its education policies. 

Structural Foundations 

The foundation of Seychelles’ educational system lies in its well-structured policy framework. The government has consistently prioritized education, allocating a significant portion of its budget to the sector. In 2021, Seychelles dedicated 5.6% of its GDP to education, a higher rate than OECD members on average, and 2% more on average than its sub-Saharan neighbours (World Bank, 2024). This financial commitment has enabled the development of modern school facilities, updated learning materials, and enhanced the quality and number of teachers. 

One notable aspect of Seychelles’ approach is its emphasis on teacher training and professional development. By establishing thorough training programs, educators are now more prepared to meet the needs of their students. Regular workshops also help teacher’s profession development and their knowledge of the most current and effective educational practices (Campling et al., 2011).  

Inclusion and Equity  

Seychelles’ education system is also characterized by its commitment to inclusion and equity. The government has implemented policies to support children from disadvantaged backgrounds, including those with disabilities. Special education programs and inclusive education policies ensure that all children have the opportunity to learn in an environment that accommodates their needs (UNICEF Data, 2024). Seychelles has also made significant strides in achieving gender parity in its education system. Enrolmentrates for boys and girls are nearly equal and both genders perform equally well in national examinations (Okello, 2023). This achievement is particularly noteworthy in a region where gender disparities in education are often pronounced. 

The success of Seychelles’ education system is closely linked to its broader commitment to human rights. The government views education as a fundamental right and a cornerstone for national development. This perspective is enshrined in the country’s Constitution, which guarantees the right to education for all citizens (Okello, 2023). Curriculum reforms have also been introduced to integrate human rights education, promoting values such as respect, equality, and justice from an early age (UNESCO, 2022). 

Lessons for Other Countries

While Seychelles’ educational achievements are impressive, simply replicating their systemic changes onto other sub-Saharan countries would not guarantee success. Diverse socioeconomic, cultural, and infrastructural factors mean that each nation should consider Seychelles achievements and transfer only effective measures that best suit their country. The progress of Seychelles’ education system is also influenced by its several factors, for example, its small population and relatively high GDP per capita (ISS Africa, 2023). These conditions are not present is several neighbouring countries, that have larger populations and a large portion of the population living in poverty. However, there are several lessons that other countries can learn from Seychelles. By considering the most impactful structural changes in Seychelles, such as funding, teacher quality and progression development, other countries can select and prioritise what would be successful in their local contexts.  

Firstly, the prioritization of education through substantial budget allocations is crucial. While not all countries can afford to allocate such a high percentage of their GDP to education, even a modest increase in funding can significantly improve educational outcomes (World Bank, 2021). Secondly, focussing on teacher quality and professional development is essential for all countries to achieve greater education. Investing in teacher training programs and continuous professional development can enhance the effectiveness of educators, leading to better student performance (Purvis, 2017). Furthermore, policies promoting inclusion and equity can help bridge the educational gap for disadvantaged groups. Ensuring that children from all backgrounds have access to quality education can allows social cohesion and national development. Seychelles’ success in achieving gender parity in education serves as an inspiring example for other countries striving to address gender disparities (African Union, 2023). 

Conclusion 

Seychelles’ education system stands as a testament to the power of commitment, investment, and a human rights-based approach to education. Its success offers valuable lessons for other sub-Saharan countries seeking to improve their educational outcomes. While the replication of Seychelles’ model may not be straightforward, the principles underlying its achievements such as prioritising education, investing in teacher quality, promoting inclusion, and upholding human rights, are universally applicable. By embracing these principles, other countries in the region can take significant steps towards enhancing their education systems, ensuring that future generations are equipped with the knowledge and skills needed to thrive in a globalised world. 

References

Unseen and Unheard: The Global Crisis of Missing Children and the Shadows Cast by Epstein Case

By Leticia Cox for Broken Chalk  

Every year, millions of children around the world disappear. The reasons are manifold: abduction, trafficking, runaways, and the tragic situations where young lives are lost to accidents or natural disasters. The pain and turmoil that these disappearances cause in families and communities are unimaginable, yet too often, these cases remain unresolved, the children unseen, and their stories unheard. 

The case of Jeffrey Epstein, though primarily known for other grave crimes, crosses with this global crisis in ways that are illuminating and deeply disturbing. Epstein’s case brought to light not just individual criminality but a broader systemic failure that has, at its core, the exploitation of the vulnerable. By examining how systemic failures allowed Epstein’s crimes to continue unchecked for decades, we can learn much about the broader issue of missing children around the world. 

The Scope of the Problem 

The International Centre for Missing & Exploited Children (ICMEC) estimates that millions of children are considered missing around the world at any given time. In the United States alone, the National Center for Missing & Exploited Children (NCMEC) reports that approximately 800,000 children are reported missing each year, which averages more than 2,000 per day. Globally, the numbers are much more significant and far less precise due to varying data collection and reporting capabilities in different countries. 

Systemic Failures: The Epstein Case as a Mirror 

Jeffrey Epstein’s criminal activities, which included the trafficking and abuse of minors, were known to some extent by various authorities and individuals who chose, through action or inaction, to ignore them.  

Epstein’s case reflects a broader societal and systemic issue: the frequent failure of institutions supposed to protect the vulnerable. Despite the gravity of his offences, Epstein’s ability to evade justice for so long underscores how those with power and resources can manipulate systems. 

The Epstein saga also highlights the problematic nature of international law enforcement cooperation and legal frameworks when dealing with cross-border crimes involving minors. Epstein’s private island in the Caribbean and his travels across the globe facilitated by his wealth and connections expose how easily borders can be crossed when one has the means, making it more difficult to track and safeguard minors. 

Connecting Global Networks 

The issues highlighted by the Epstein case are not confined to one country; they are global. Children are trafficked across borders, and their disappearances often go unnoticed by the worldwide community. The lack of strong mechanisms to track and recover missing children across nations is a gaping hole in the global safety net. 

In 2004, when a tsunami hit Southeast Asia, thousands of children went missing. Not only the disaster but also the chaos that followed was exploited by traffickers to abduct vulnerable children. Similar practices have been witnessed in other crises, including natural disasters, wars, and economic collapses. 

Image by Leticia Cox.

The Role of Technology and Data 

Modern technology has the potential to aid significantly in addressing the crisis of missing children. Data management, facial recognition, and real-time information-sharing innovations can transform how authorities and organisations track and recover missing children. However, this same technology can also be exploited by perpetrators, as seen in the online grooming tactics used by traffickers and abusers. 

Regional and International Law Recommendations and Actions 

Addressing the crisis requires coordinated global action. First, there needs to be an international standard for reporting and responding to cases of missing children, akin to the Amber Alert system in the United States, but on a global scale. This system should be supported by international law enforcement cooperation and empowered by treaties that prioritise the welfare of children above national interests and bureaucratic red tape. 

Furthermore, preventive measures are crucial. Education programs that teach children about potential dangers, as well as training for parents and community members to recognise signs of grooming and trafficking, are vital. Additionally, strengthening economic and social structures can reduce vulnerability by ensuring families are not forced to make choices that could put their children at risk. 

Conclusion 

The issue of missing children is a multifaceted problem that stems from local, international, and the issue of missing children is a complex and urgent problem influenced by local, international, and systemic factors. The Jeffrey Epstein scandal starkly illustrates how systems meant to safeguard the most vulnerable can fail, undermined by the corrupting forces of power and greed. By examining these failures and recommitting to the protection of every child, society can begin to tackle this severe crisis. 

Broken Chalk outlines lessons from high-profile cases like Epstein’s to emphasise the necessity of bringing perpetrators to justice and enacting systemic reforms to prevent future abuses.  

Each missing child represents a multitude of failures—a breakdown in protection, a lapse in systems, or a community or family in crisis. It is imperative that their stories, unlike Epstein’s, are not relegated to the shadows but brought into the light where they can inform change and inspire action. 

Broken Chalk’s forthcoming detailed report on global child disappearances will use the Epstein case as a focal point to explore broader systemic issues and suggest effective strategies for improvement. 

There is a critical need to increase awareness about human trafficking, especially in light of recent high-profile cases like the investigations into Sean “Diddy” Combs. It is crucial to cover these stories as they act as an educational tool and help raise global awareness about this pervasive and profoundly destructive criminal industry. 

Sources:  

International Missing Children statistics  https://www.google.com/search?client=safari&rls=en&q=children+missing+around+the+wolrd&ie=UTF-8&oe=UTF-8 

Child Sexual Abuse Material: Model Legislation & Global Review 10th Edition, 2023  

Who was Jeffrey Epstein, and what are the court documents about?  https://www.theguardian.com/us-news/2024/jan/03/who-is-jeffrey-epstein-list-court-documents-explained  

Jeffrey Epstein’s Island Visitors Exposed by Data Brokerhttps://www.wired.com/story/jeffrey-epstein-island-visitors-data-broker-leak/ 

Epstein Files: Full List Of High-Profile People Named In Unsealed Docs https://www.ndtv.com/world-news/jeffrey-epstein-epstein-files-full-list-of-high-profile-people-named-in-unsealed-court-docs-4810003 

FBI’s $139M settlement with Larry Nassar victims breathes life into Epstein accusers lawsuit https://www.foxnews.com/us/fbis-139m-settlement-larry-nassar-victims-breathes-life-epstein-accusers-lawsuit 

Human Rights in Yemen and the Houthi insurgency

Written by Iasmina-Măriuca Stoian

The short history of the Houthi movement 

The Houthi movement, or Ansar Allah, is a Zaydi Shiite group that emerged in the northern part of Yemen in the early 1990s. This group was born as a response, partially, to the financial development and religious expansion in the region of Saudi Arabia. Since 2004, the group has been in conflict with Yemen’s government which is majoritarian Sunni. However, in November 2009, the Houthi movement expanded its operations in Saudi Arabia, when, after the launch of multiple air strikes, more than 130 Saudis died.i The horrors continue, as in September 2014 the capital in Yemen, Sanaa, was controlled by Houthis, and seized control over almost all northern regions of Yemen by 2016. In parallel, the Houthi also continued their attacks against Saudi Arabia, most notably in 2017, when a ballistic missile was fired at Riyadh’s airport.ii By 2018, Houthi missile attacks on Saudi Arabia became common, leading to a protracted and complex war in the region. 

The current situation in Yemen 

Even if there has been a decrease in the number and intensity of the attacks compared to the previous years, Yemen continues to suffer, and civilians continue to be victims of unlawful attacks and targeted killings. Both the internationally recognised Yemeni government and the Houthi de facto authorities are responsible for serious human rights violations, including arbitrary detention, harassment, and forced disappearances. People were not only targeted depending on their political beliefs but also on their religion. For instance, according to an Amnesty International report,iii multiple members of the Baha’i religious minority forcibly disappeared, violating their right to freedom of religion and belief. 

The Houthi’s recent attacks on the Red Sea have also disrupted the maritime security in the region. Between November and December 2023, Houthi groups targeted 24 commercial and military ships in the Red Sea, publicly announcing that these attacks would not cease until Israel ended its military campaign in Gaza.iv This conflict has drawn in multiple foreign countries, making the situation even more complex. Thus, the Saudi-Arabia coalition, along with the United States, supports the Yemeni government with their military aid and airstrikes. On the other hand, Iran is currently accused of supporting the Houthi groups by providing weapons and training. 

Apart from the political arena, civilians face most of the consequences of the conflict, adding to the environmental challenges currently existing in the country. Extreme weather and water scarcity, food insecurity and restriction of humanitarian aid are some of the examples that will be further discussed below.  

Humanitarian Rights Violation 

One of the most important objectives of International Humanitarian Law is the protection of civilians during armed conflicts. Under these rules, civilian individuals enjoy certain protection against the actions carried out by organised armed groups. Of course, certain exemptions exist, in cases of active participation in hostilities, for example. However, even those rules exist, we can see that in Yemen, the articles show that over 100 civilians are killed or injured monthly, one example being October 2021v. Between April 2015 and May 2024, the statistics show that there have been over 166,000 fatalities in Yemen, out of which 16,400 were civilians who died because of the attacksvi. 

Impact on Education 

The war in Yemen has also affected the education in the country. Schools across Yemen have for all intents and purposes become centers of indoctrination. The Houthi groups have systematically transformed regular public schools into a “prison” for children, charging tuition fees and implementing a very strict curriculum promoting both their political and religious ideologies. Not only the children are affected, but also the teachers, who have been intimidated by the Houthis. Thus, many teachers quit their jobs because of the violence against them and the irregular and unequal payment of their salaries. As a consequence, the numbers show the devastating landscape in education, with over 2,900 schools and universities in Yemen destroyed to ruins, over 2.4 million children who do not have access to education, and another 8.5 million at risk of dropping out.vii 

Humanitarian Crisis and Aid Restrictions 

Currently, the Yemen government and the Houthi groups are impeding humanitarian aid, leading to huge delays in offering resources and aid to the victims. The main travelling corridors from and to Taizz have been blocked by the Houthi, violating the right to free movement, as well as the flow of essential resources, food and medicines. Despite the UN efforts and multiple protests against Houthi, these roads remain closed until today. Moreover, different humanitarian female staff struggled to conduct fieldwork in the affected areas because of the mahram requirement, preventing visits or providing aid. In many traditional interpretations, it is considered forbidden for a woman to travel alone for long distances (usually defined as a journey that takes more than a day and night without a mahram, namely a male relative whom she cannot marry). 

Environmental challenges 

The environmental issues further worsen the already existing tensions in Yemen. The country suffers from heavy rains and floods, but also water scarcity in some areas, most notably in Taizz. Yemen is one of the most water-scarce countries in the world, with over half of its population lacking access to sufficient and safe water for personal and sanitary uses. This issue of water shortage has also contributed to the spread of water-borne illnesses and diseases, further risking the health and well-being of the population. Furthermore, the Houthi groups have weaponized the water scarcity, by preventing water from flowing into government- controlled Taizz city from the two basins they oversee, where the primary water treatment station is situated. The Houthis have cut off access to this water source even though they are aware that the people of Taizz city depend on water from these reservoirs. 

International involvement and legal framework 

The current conflict in Yemen has drawn international attention due to its allegations of violations of human and humanitarian rights, and its impact on national security and regional stability. The involvement of multiple parties, including not only the recognized government of Yemen and the Houthi authorities, but also external actors, for example, the Saudi Arabia- led coalition and the Southern Transitional Council, has complicated the situation and raised concerns about violations of both international humanitarian and human rights law. 

From a legal perspective, the conflict in Yemen is governed by international humanitarian law, which includes the four Geneva Conventions and their supplementary protocols. These legal documents govern how parties behave during times of armed conflict, safeguarding the well-being of civilians and guaranteeing the fair and humane treatment of prisoners of war. By breaking these laws, like illegally targeting civilians and civilian objectives, the implicated actors may face legal repercussions on a global scale, including possible trials for war crimes. Additionally, the conflict has also implications for international human rights law, particularly regarding the rights of women, children, and minority groups. The restrictions imposed by the Houthi de facto authorities, such as the mahram requirement for women and the targeting of religious minorities, among others, raise concerns about violations of fundamental human rights principles. 

Conclusion 

To summarize, it is clear that the Houthi movement in Yemen has severely impacted regional stability through the ongoing conflict in Yemen. The civilian population is subjected to denationalization, schools destroyed, inaccessibility to education, limited humanitarian access due to their race, and continuous conflicts and wars leave Yemen as a failed state with an uncertain future. The involvement of multiple foreign actors complicates the conflict, raising serious concerns about widespread violations of international humanitarian and human rights laws, potentially leading to global legal repercussions for the involved parties. International involvement is expected to continue, as the international community must support comprehensive peace talks to foster long-term and sustainable stability and prioritize humanitarian aid. 

References

  • Alquhaly, H. Y. H., & Basir, S. M. (2023). The Potential Violations of Civilians’ Rights in Armed Conflicts in Yemen from the Perspective of International Law. OAlib, 10(10), 1–24. https://doi.org/10.4236/oalib.1110749 

Challenges in Sudan’s Education System

Written by Anna Kordesch  

Education stands as a cornerstone of society, with children representing the future of our nation. It is imperative to invest in both their educational environments and their skill development. Such investment not only aligns with moral imperatives but also promises significant contributions to the future GDP of the country.  This statement, made by Owan Watkins, the communication chief at Unicef Sudan, underscores the vital importance of prioritizing education (Guardian, 2022).  

However, despite the recognized significance of education, approximately 6.4 million children in Sudan had their learning disrupted and suspended in April 2023, forcing them to abandon their education altogether. This raises a critical question: how did such a staggering number of children become deprived of their right to education? 

This article aims to address this pressing issue by analyzing the various factors contributing to the high incidence of out-of-school children in Sudan. Furthermore, it seeks to offer policy recommendations to mitigate this crisis. 

The article is structured into three main sections. The first section provides an overview of the general state of education in Sudan. Following this, the second section delves into the specific obstacles hindering schoolchildren in Sudan, which result in their inability to access education. Finally, the third section offers actionable policy recommendations to address these challenges and ensure a brighter educational future for Sudanese children. 

General State of Education in Sudan 


The ongoing political instability and conflict in Sudan have precipitated a dire humanitarian crisis within the country. While the 2020 Juba peace agreement offered a glimmer of hope for peace, its implementation has been uneven across regions, with power struggles exacerbating issues, particularly in the eastern region (Education Cannot Wait, 2022). 

Notably, the city of Darfur has been ravaged by waves of violence stemming from disputes over access to water and essential resources (Education Cannot Wait, 2022). Consequently, educational opportunities have been severely reduced, with only 37% of children in central Darfur able to attend school, leaving a staggering 63% deprived of their right to education. 

According to UNICEF, an estimated 19 million children in Sudan are currently out of school, equating to one in every three children Nationwide. The 6.5 million children whose learning has been disrupted due to violence and insecurity face further challenges as approximately 10,400 schools in conflict-affected areas have been forced to close (UNICEF, 2023).  

Mandeep O’Brien, a UNICEF Country Representative in Sudan, has warned that Sudan is on the brink of the worst education crisis globally. Children in Sudan, enduring the horrors of war for nearly a year, find themselves increasingly torn away from their classrooms, teachers, and friends. Such circumstances threaten to plunge them into a void that damages the future of an entire generation. In addition to the ongoing conflict within the country, Sudan faces a critical shortage of professionally trained teacher (Bent, 2023). This shortage results in an alarming ratio of one teacher attempting to educate anywhere from 77 to 140 children. This challenge is further compounded by a series of climate-induced disasters in recent years, along with the ramifications of the COVID-19 pandemic. These dual crises have not only precipitated dire economic conditions but have also left many struggling with health challenges, exacerbating the humanitarian situation in the country (Education Cannot Wait, 2022). The cumulative impact of these factors is evident in the staggering statistic that 19 million children in Sudan are currently not enrolled in school. 

Given the complexity and multitude of factors contributing to this educational crisis, there is an urgent need to dissect and analyze each cause separately to gain a comprehensive understanding of the gravity of the challenges facing education in Sudan. 

Violence and Conflict

The conflict that erupted on April 15th, 2023, between the Sudanese Armed Forces (SAF) and the Rapid Support Forces (RSF) initially centered in Khartoum but swiftly escalated to engulf the western regions of the country, notably Darfur, resulting in widespread devastation. This conflict has led to a significant influx of forced displacement, both internally and across borders. By August 2023, over 3.6 million individuals have been internally displaced, including 1.4 million school-aged children (ReliefWeb, 2023).  

The impact on education has been profound, with more than half of the children enrolled in schools in conflict-affected states—approximately 6.5 million—being compelled to abandon their educational pursuits and learning centers. This alarming trend poses considerable risks, including heightened dropout rates, jeopardizing their safety and protection, and depriving them of a secure and conducive learning environment. 

The longer children remain out of school, the greater the likelihood that they will continue to be excluded from education and miss out on crucial psychological support. In Sudan, children are increasingly vulnerable to being coerced into early marriages, child labor, trafficking, as well as various forms of violence and exploitation. Beyond the physical dangers they face, the absence of access to life-saving assistance services within schools, such as meals, safe drinking water, hygiene facilities, and social interactions with peers and teachers, severely impairs their educational and overall experiences (ReliefWeb, 2023).   

It is widely recognized that education serves not only as a platform for imparting knowledge but also as a means of socializing children and instilling in them the norms and values necessary for integration into society. Therefore, the denial of education not only deprives children of essential learning but also undermines their development and ability to thrive in their communities as well as integrate them into the Sudanese society.  

 
Girls in Sudan are particularly vulnerable amid the ongoing violent conflict, often becoming victims of sexual abuse within their homes due to the absence of protective school environments (ReliefWeb, 2023). Additionally, inadequate hygiene and sanitation facilities in their homes further exacerbate their challenges, as they are accustomed to relying on the hygiene resources provided at school. 

The repercussions of girls’ inability to regularly attend school are profound and contribute to South Sudan having some of the lowest educational indicators globally (Girls’ Education South Sudan). For instance, only 16% of females aged 15 and above are literate, compared to 40% of males. This stark disparity underscores the urgent need to address the barriers preventing girls’ access to education and to create supportive environments that enable their participation. 

Cultural Norms

As depicted above, the challenges that women and girls’ education in Sudan face are multifaceted. This section will delve into some of the primary barriers beyond the prevalent violence in the country. One significant obstacle is the presence of unfavorable socio-cultural attitudes and practices that hinder the enrollment of girls and women in primary and higher education. 

These unfavorable socio-cultural attitudes and practices reinforce the notion that a woman’s or girl’s value is determined by the amount of bride price or dowry she can bring to her family upon marriage. Given that a majority of the population lives below the poverty line, marrying off a daughter is often seen as a means for families to obtain economic resources. This practice is further perpetuated by the reality that, for many Sudanese parents, sending their daughter or son to school is not truly considered a viable option. 

Environmental Crisis

 
Sudan is grappling with a multitude of environmental, social, and natural resource challenges, including deforestation, land degradation, loss of biodiversity and habitat, and pollution of air, land, and water. These issues have resulted in conflicts over dwindling natural resources, food insecurity, and inadequate waste management, as outlined by the United Nations Environment Programme (UNEP) (United Nations).  

The impact of climate-induced disasters on education is profound, with nearly half of learners enrolled in basic education attending schools lacking access to electricity (El Din Daoud Abd El Rhman, 15, 2022). Heavy flooding, particularly devastating during August and September 2022, destroyed over 600 schools, according to the Sudanese Education Ministry. Many of these schools now stand as mere shells of buildings, devoid of basic amenities such as furniture, running water, or toilets. Furthermore, the severity of climate-related disasters has forced 171 schools to serve as emergency shelters for displaced populations (ReliefWeb, 2023).  

Given the reliance of particularly girls on schools for access to water, sanitation, and hygiene (WASH) facilities, the unavailability of such resources due to climate and violence-induced disasters further exacerbates the challenges faced by Sudanese communities. For girls schools play pivotal role in their lives, that if taken away will have far reaching consequences for them  (Education Cannot Wait, 2022). 

Teacher Shortage


Due to the ongoing civil war and economic downturn in Sudan, there has been a significant increase in the shortage of teachers. The deteriorating economic conditions in the country have rendered teachers’ salaries an unaffordable luxury for the Sudanese government (Oblewski, 2022). Consequently, many teachers opt to leave voluntary positions in pursuit of more financially secure careers, resulting in a scarcity of educators and causing numerous children to miss out on essential lessons. The situation is dire for many teachers, with some reporting that an entire year’s work may not even yield earnings surpassing $100. This shortage of educators often leads to one teacher being responsible for instructing classes comprising as many as 77 students, drastically compromising the quality of education (Windle Trust International).  

Furthermore, UNESCO’s findings indicate that only approximately 35% of primary school teachers in Sudan receive any form of training. Thus, even if children manage to avoid being drawn into the violent conflict and attend school, there is no guarantee that they will receive the quality education necessary to realize their full potential and break the cycle of poverty. The lack of teachers is compounded by a chronic underinvestment by the Sudanese government in its educational institutions. Addressing these systemic issues is crucial for improving educational outcomes and providing children with the opportunities they need to thrive. 

Underinvestment in Schools

 
Sudan’s allocation of a mere 9% of its total public expenditure to education has resulted in a shortage of schools and inadequate instructional materials (UNICEF Sudan, 7, 2021). This chronic underinvestment has led to a general lack of quality in the education system. The repercussions of this underinvestment are evident in the findings of the 2018 National Learning Assessment (NLA), which examined learning outcomes among third-grade students. While there have been some improvements in literacy levels, overall learning outcomes remain poor. Many children still struggle to read simple, familiar words. In mathematics, less than half of the children were able to correctly complete a basic addition exercise, and even fewer could carry out more complex level two addition exercises. These findings underscore the urgent need for increased investment in education to enhance learning outcomes and provide children with the foundational skills they need for future success (UNICEF Sudan, 7, 2021). 

Financial Burden

Another significant barrier hindering children from accessing education is the financial burden placed on parents. Despite the desire of many parents to send their children to school, rising education costs have made it increasingly unaffordable for families. Education is not only one of the most expensive national services but also one of the most challenging to maintain, adapt, and administer (El Hag Ali, 68, 1960). 

The combination of direct and indirect costs associated with education, such as school fees, uniforms, and school materials, serves as a deterrent for parents considering enrolling their children in school. Instead, some families opt to send their children to work to contribute to household income. While the Constitution of the Republic of North Sudan stipulates that basic education should be free, the reality is far from it. Primary and secondary schools often impose high fees on parents, further exacerbating financial barriers to education access (Girl’s Education South Sudan). 

Possibles Policies to be implemented

Given the current underdeveloped state of Sudan’s infrastructure, particularly in remote areas, the education system falls short of international standards. The following section will outline several policy recommendations to address these challenges: 

  1. Investment in Research: Allocating funding for education research in Sudan is crucial to address information gaps in key areas such as access, quality, and the psychosocial impact of conflict on students, teachers, and communities. Research-based policy interventions can help advocate for the importance of continuous and quality education, fostering awareness and support among stakeholders. 
  1. Increased Community Engagement: Policymakers, researchers, and international non-governmental organizations should collaborate closely with local communities to understand their unique educational needs and challenges. By actively seeking genuine feedback from communities, interventions can become more responsive to pressing needs, leading to more effective outcomes. 
  1. Support for Teacher Employment and Training: Enhancing support for teacher employment and training is essential for improving education quality in Sudan. Effective training programs for teachers, including those teaching displaced students in refugee host countries, can prepare educators to provide psychosocial support, adapt curricula, and foster inclusive, conflict-sensitive learning environments for all students. 
  1. Infrastructure Development: Increasing funding for infrastructure development is crucial to address the lack of quality educational facilities in Sudan. Building high-quality infrastructure, including formal and informal education institutions, can help preserve educational opportunities and contribute to post-war recovery and stability. By providing a foundation for rebuilding communities and societies, improved infrastructure plays a vital role in enhancing educational access and quality (EIAsad et al., 2023). 

By implementing these policy recommendations, Sudan can work towards addressing the challenges facing its education system and improving educational outcomes for all its citizens, particularly those in remote and conflict-affected areas. 

References 

The Potential Influence of a Right-Wing Government on Education in the Netherlands 

Written by Asiia Kilmukhametova 

The Netherlands, known for its progressive policies, has experienced a significant political shift with the election of right-wing parties like the Party for Freedom (PVV) and the newly founded Nationalist Socialist Coalition (NSC). With these parties securing a considerable number of seats in the Dutch House of Representatives, concerns arise regarding their potential impact on various aspects of Dutch society, including education. Particularly, their standpoint against the internationalization of higher education raises questions about the future direction of educational policies in the country. 

Historical context 

The Netherlands has been recognized for its progressive education system, which emphasizes inclusivity, diversity, and internationalization. According to the Dutch Government, of all incoming students in higher education, more than 25% are international students. Moreover, the country’s universities and schools of applied sciences are actively pursuing partnerships with institutions worldwide, providing Erasmus+ and Exchange programs, which are focused on attracting students from diverse cultural backgrounds. Dutch government have been emphasizing the importance of introducing students to international and intercultural society at a young age, and several studies showed that nearly a quarter of the Dutch population had a migrant background. 

However, the rise of nationalist movements and the growing popularity of right-wing ideologies may affect the internationalization of the Dutch education. Parties like the PVV and NSC advocate for stricter immigration policies and cultural preservation. PVV – a far-right and party leaded by Geert Wilders. Nationalist ideology mainly concerns immigrational and cultural concerns, supported by the call of PVV to ban the Quran and shut down all mosques in the Netherlands. Geert Wilders, leader of the party, stated in the past that he he hates Islam, which clearly indicates the party’s attitude toward Muslim population. The party opposes to the dual citizenships and immigration especially from non-Western countries. NSC, as well as PVV, represent conservative attitude towards immigration, stating that the number of immigrants taken each years should be halved. With right-wing coalition taking 81 out of the 150 seats in the parliament, Dutch educational system may experience major structural changes. 

Potential influence on Dutch education 

As nationalist parties gain power, minority communities, particularly Muslims, may find themselves marginalized within educational institutions. Discrimination may present itself in various forms, and it is expected that student community will particularly experience hardened admissibility rules and immigration processes. People with double citizenships may also be caught in these situations. Calls to Dutch culture may put pressure on Muslim students to conform, leading to their inability to express their cultural and religious identities.  

Furthermore, right-wing parties, namely PVV and NSC are expected prioritize policies aimed at preserving Dutch culture and language by reducing the number of foreign students in the educational institutions. This could entail stricter visa regulations, higher tuition fees for non-EU students, which are already 5 times higher than EU fee, and quotas on the enrollment of international students. The number of English-taught and double-degrees may be reduced, leading to international students choosing other destinations for their academic pursuits. 

Exchange and Erasmus + programs have long been essential components of the Dutch higher education, fostering cross-cultural exchange, and mutual understanding among students. The future of these programs may also be compromised, as the Netherlands will not be able to insure an inclusive and welcoming atmosphere for the incoming students, possibly endangering and complication their studies in the Netherlands. PVV states that the universities’ primary responsibility should be to Dutch students. From the perspective of Dutch students, the prioritization of Dutch sovereignty over international engagement can lead to the reduction of exchange programs. 

Under the rule of right-wing government, international universities whose ideologies are different from nationalist ideas may find themselves at risk of receiving less funding or facing other forms of institutional pressure. In its election manifesto, the PVV writes that all English-language undergraduate courses should be eliminated. Policies aimed at cultural preservation could prioritize funding for institutions that align with these objectives. Reduced financial support may constrain the governmental ability to attract top talent and reduce the supply of resources and opportunities for students that need them to in an increasingly competitive environment. 

Conclusion 

The potential influence of right-wing Dutch government on education raises important questions about the future direction of the country’s educational policies. While parties like the PVV and NSC may seek to limit the internationalization of higher education and promote nationalist ideas, they are likely to encounter resistance from within the education sector and broader society.  

As the Netherlands experiences the unstable and unforeseen period of political change, it must aim to uphold the principles of diversity, and academic inclusivity that have long been the merit of its education system. 

References

  • Castelvecchi, D. (2023, June 14). Shock election win for far-right worries academics in the Netherlands. Science. https://www.science.org/content/article/shock-election-win-far-right-worries-academics-netherlands
  • Buruma, I. (2008, February 17). The Muslim next door. The Guardian. https://www.theguardian.com/world/2008/feb/17/netherlands.islam
  • Groothuis, F. (2023, March 9). Internationalisation in the Netherlands: An uncertain and volatile landscape. The PIE News. https://thepienews.com/the-view-from/internationalisation-netherlands-uncertain-volatile-landscape/
  • Wikipedia contributors. (2023, June 8). New Social Contract. In Wikipedia, The Free Encyclopedia. https://en.wikipedia.org/wiki/New_Social_Contract
  • ABN AMRO Research. (2023, March 9). Dutch rates focus: Dutch elections won by far-right party PVV. ABN AMRO. https://www.abnamro.com/research/en/our-research/dutch-rates-focus-dutch-elections-won-by-far-right-party-pvv
  • Schinkel, W. (2022). Not only has the number of international students in the Netherlands increased, but so has their contribution to the economy. In R. Beckers & W. Schinkel (Eds.), Internationalisation and Higher Education (pp. 23-45). Springer. https://link.springer.com/chapter/10.1007/978-3-031-14224-6_2#:~:text=Not%20only%20has%20the%20number,than%2023%25%20(see%20Fig.
  • Nuffic. (2023). Internationalisation facts and figures. Nuffic. https://www.nuffic.nl/en/subjects/research/internationalisation-facts-and-figures
  • Van der Heijden, M. (2023, March 15). PVV and NSC win Dutch election: What’s the impact on education and research? UToday. https://www.utoday.nl/news/73552/pvv-and-nsc-win-dutch-election-whats-the-impact-on-education-and-research

Upcoming country visit of the Working Group on the use of mercenaries to Côte d’Ivoire.

Presented by Ariel Ozdemir and Caren Thomas

The history of Côte d’Ivoire shows periods of political instability and coups. The 2002 Ivorian Civil War deepened the divisions within the country. 1 The presidential election in 2010 highlighted the power struggle between the candidates, which increased the political and ethnic tensions in the country. This constant state of political instability and civil unrest can contribute to Ivorian nationals’ being more susceptible to recruitment into mercenary activities. The lawlessness prevalent within Côte d’Ivoire may force individuals to seek stability or financial gain from different sources.
Despite Côte d’Ivoire being the largest economy in the West African Economic and Monetary Union, the country’s 46.3 per cent of its population is below the poverty line. Gender inequalities continue to persist within the country. This is noticed right from the grassroot level. Only 52 per cent of the girls have completed secondary education in the country compared to 63 per cent of the boys. Additionally, the fluctuations in cocoa, coffee, and palm oil export prices severely impact the Ivorians as their livelihoods depend on these commodities. 2

However, despite the progress in domestic legal responses to mercenarism in Côte d’Ivoire, the country has yet to ratify the 1989 Convention Against the Recruitment, Use, Financing, and Training of Mercenaries. While the country supported the 3rd Cycle UPR recommendation to ratify the convention, the mid-term assessment outlined the lack of any substantial actions to do so. 6 As a result, Côte d’Ivoire still has substantial further progress to make in its fight against the use of mercenaries. An optimistic sign as to potential future progress on ratification can be found in the Ivorian Minister of Foreign Affairs’ 2019 speech, in which he asserted Ivorian support for the convention and urged those nations to ratify the convention that had not yet done so. However, whether this declaration represents a wider domestic desire to begin the ratification process is yet unclear.

PMC activities pose significant threats to Ivorian stability. Foreign actors have been exporting PMC and military equipment to many countries on the African continent, and Côte d’Ivoire is no exception. Two principal PMC’s have a strong presence in the country, namely the French PMC CorpGuard 12 and the Russian Wagner group. Since 2017, CorpGuard, founded by Secopex’ co-founder David Hornus, which is itself active in Somalia and the CAR, has been training the Ivorian military. 13 According to CorpGuard, during a 9-month training period they set up 4 infantry companies, 1 operational center, and trained 1,235 soldiers “to United Nations standards”. 14
Despite being strongly marketed as harbingers of peace and allegedly participating in the transformation of Ivorian military personnel from “soldiers in war” to “soldiers of peace”, 15 the complete lack of regulation of PMCs has resulted in an inability to enforce legitimacy and accountability. In this light, CorpGuard’s training of President Alassane Ouattara’s military can be understood to have had a direct impact on the 2020 electoral violence.

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References

1 Tayoh, B. (2009). Background information. In Property Taxation in Francophone West Africa: Case Study of Côte d’Ivoire (pp. 1–4). Lincoln Institute of Land Policy. http://www.jstor.org/stable/resrep18288.3
2 Nelson, N. (2020). The Top 3 Causes of Poverty in Côte d’Ivoire. The Borgen Project. https://borgenproject.org/poverty-in-cote-divoire/

6 S.E.M. Marcel Amon-Tanoh. “Conseil De Sécurité Des Nations Unies Débat Public De Haut Niveau Sur Le Thème: Les Activités Mercenaires Comme Source D’insecurite Et De Destabilisation En Afrique Centrale Déclaration De S.E.M. Marcel Amon-Tanoh Ministre Des Affaires Étrangères De La République De Côte d’Ivoire.” New York, February 4, 2019. https://press.un.org/fr/2019/cs13688.doc.htm

12 Note: David Hornus rejects the description of CorpGuard as a PMC and claims that “CorpGuard is an operational security and defense service company which does not meet the designation of a private military company.” source: Martin, Elise. “Armée: de Lyon à la Côte d’Ivoire, pourquoi la société « de sécurité et de défense » CorpGuard interroge?” 20 Minutes, April 28, 2023. https://www.20minutes.fr/societe/4034203-20230428-armee-lyon-cote-ivoire-pourquoi-societe-securite-defense-corpguard-interroge
13 Kadlec, Amanda. “In Africa, Wagner Is Not the Only Game in Town.” New Lines Magazine (blog), July 17, 2023. https://newlinesmag.com/spotlight/in-africa-wagner-is-not-the-only-game-in-town/
14 CorpGuard. “Developments And Challenges of Peacekeeping Operation in The French-Speaking World 2017-2020.” CORPGUARD Conseil International (blog), May 26, 2020. https://www.corpguard.com/fr/evolutions-et-defis-du-maintien-de-la-paix-dans-lespace-francophone/
15 Observatoire. “Table ronde du 4 octobre 2017 – 3ème panel.” OBG, October 7, 2017. https://www.observatoire-boutros-ghali.org/2017/10/table-ronde-du-4-octobre-2017-3/

Country Visit to the United Kingdom of Great Britain and Northern Ireland

Presented by Merve Tiregul

Recent data spanning from March 2020 to June 2021 further highlights this disparity, indicating that black women were 14% less likely to be referred to Refuge for assistance by the police compared to their white counterparts who are survivors of domestic abuse. 2 The data implies a systematic failure by the police to adequately support Black women against domestic abuse. According to Victim Support’s research in 2022, victims of domestic abuse, particularly from Black and ethnic minority backgrounds, often face dismissal and marginalisation by the police. The study found that nearly half of Black and ethnic minority respondents felt that the police treated them differently due to their heritage. Over half of all respondents reported instances of domestic abuse multiple times before receiving appropriate police action, with almost a quarter needing to report three times or more. Despite increased reports of domestic abuse, recent data from the Office for National Statistics shows an 8% rise in related offences, underlining the urgent need for improved support and response mechanisms for victims. 3

According to a 2020 survey conducted in the UK, Black, minoritised women, and non-binary individuals were more prone to experiencing online violence during COVID-19, with many reporting worsened abuse during the pandemic. This emphasises the necessity of adopting responses that incorporate an intersectional perspective. 46% of the participants indicated they had encountered online abuse since the onset of COVID-19. This percentage rose to 50% among Black and minoritised women and nonbinary individuals. Among survey participants who encountered online abuse in the year prior to the survey, 29% noted that it intensified during the COVID-19 period. Black and minoritised women and non-binary individuals were disproportionately affected, with 38% indicating that the pandemic contributed to heightened online violence. Gender emerged as the most frequently cited reason for online abuse, with 48% reporting gender-based abuse, followed by 21% for abuse related to gender identity and sexual orientation, 18% for ethnicity, 10% for religion, and 7% for disability. Black and minoritised individuals were almost as likely to face abuse based on ethnicity as they were on gender, with 46% reporting gender-based abuse and 43% reporting ethnicity-based abuse. Additionally, they were more prone to religious-based abuse compared to white respondents. 4

In England, since September 2020, Relationships Education has been mandatory for all primary school pupils, while Relationships and Sex Education (RSE) has been compulsory for secondary pupils, alongside Health Education for all students in state-funded schools. RSE curriculum encompasses crucial topics such as sexual consent, exploitation, abuse, grooming, harassment, rape, forced marriage, female genital mutilation, and domestic abuse, aiming to equip students with the knowledge to navigate current and future relationships. In primary schools, comprehensive sex and relationships education can empower children to stay safe by fostering confidence in seeking help, understanding bodily autonomy, and providing appropriate language for discussing private body parts. 15

The UK recently updated the Relationship and Sexuality Education (RSE) curriculum requirements in Northern Ireland. The new curriculum will include age-appropriate, comprehensive, and scientifically accurate education on sexual and reproductive health and rights. The education will provide factual information on preventing pregnancy, abortion rights, and accessing relevant services without advocating a particular stance. 16

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References

2 Refuge. (2021, September 30). Ahead of Black History Month, Refuge calls for better protection for Black women experiencing domestic abuse. Retrieved January 30, 2024, from https://refuge.org.uk/news/refuge-better-protection-of-black-women-domestic-abuse/
3 Victim Support. (2022, December 1). New research shows police failing to act on domestic abuse reports – ethnic minority victims worst affected. Retrieved January 30, 2024, from https://www.victimsupport.org.uk/new-research-shows-police-failing-to-act-on-domestic-abuse-reports-ethnic-minority-victims-worst-affected/
4 End Violence Against Women. (2020). The ripple effect: COVID-19 and the epidemic of online abuse. Retrieved January 30, 2024, from https://www.endviolenceagainstwomen.org.uk/wp-content/uploads/Glitch-and-EVAW-The-Ripple-Effect-Online-abuse-during-COVID-19-Sept-2020.pdf

15 Female genital mutilation: resource pack. (2023). Gov.uk. Retrieved January 30, 2024, from https://www.gov.uk/government/publications/female-genital-mutilation-resource-pack/female-genital-mutilation-resource-pack
16 New requirements for Relationship and Sexuality Education curriculum in Northern Ireland. (2023). Gov.uk. Retrieved January 30, 2024, from https://www.gov.uk/government/news/new-requirements-for-relationship-and-sexuality-education-curriculum-in-northern-ireland

Follow-up to the Working Group on discrimination against women and girls’ country visits to Kyrgyzstan, Romania, Greece, Poland, Honduras, Chad, Samoa, Kuwait and Hungary

Presented by Ariel Ozdemir, Luna Plet and Olimpia Guidi

The Lenca, indigenous to southwestern Honduras and northeastern El Salvador, reside in approximately 50 villages within a 100-km radius of La Esperanza, the capital city of the mountainous Intibucá department. 1 Most of these villages find themselves on the outskirts of the public education system due to factors such as poverty, age, geographic isolation, gender, and ethnicity. These circumstances collectively contribute to the difficulty in accessing education for many inhabitants.
The educational hurdles for Lenca girls in Honduras, especially in regions like San Francisco de Opalaca, are intricate and deeply influenced by socio-economic, cultural, and geographical factors. These challenges are marked by restricted access to education due to economic constraints, particularly affecting girls pursuing primary education. Gender-sensitive education proves to be a critical aspect of the struggles faced by Lenca girls. Prevailing patriarchal norms pose obstacles to their educational opportunities.
Concerns about the quality of education in public schools, notably in regions like San Francisco de Opalaca, are pronounced. Challenges include limited access to junior high schools in most villages and the geographic obstacles that impede education beyond grade 6. 2 Inadequacies in the education infrastructure, such as a shortage of teachers and insufficient facilities, further hinder the provision of quality education for Lenca girls. Furthermore, with a literacy rate of 30-50%, the Lenca population typically spends an average of only four years in school. 3 This low educational attainment contributes to a pervasive sense of inferiority and a lack of confidence in advocating for a democratic and civil society.
The need for revamping the curriculum to address gender equality, stereotypes, and violence is evident. Emphasis is placed on incorporating human rights workshops to create awareness about gender, cultural, educational, and employment equality. 4 This approach strives to foster an inclusive and supportive educational environment, empowering Lenca girls and addressing societal challenges they encounter.

education for disadvantaged communities . 21 Women and girls, already facing obstacles in pursuing education, find themselves further marginalised by the privatisation of schooling . 22
Consider the challenges faced by promising young students in La Esperanza who experience increased fees due to their schools’ privatisation, leading to their education’s abandonment. This educational setback not only perpetuates the cycle of poverty but also underscores the gendered impact of privatisation on educational opportunities for women and girls.
Expanding on the educational aspect, it’s essential to recognise that privatisation can lead to a reduction in educational resources. Privatised institutions may prioritise profit over educational quality, leaving women in poverty with fewer educational support systems. This, in turn, perpetuates systemic disadvantages, limiting the potential for upward mobility through education.
Healthcare Challenges
Privatisation in the healthcare sector can pose significant challenges for vulnerable populations, particularly women. As essential healthcare services become privatised, the financial burden on impoverished women intensifies, limiting their access to crucial medical support. The lack of affordable healthcare options further entrenches gender disparities in health outcomes . 23

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References

1 Susan Stone, “El Maestro En Casa,” El Maestro en Casa, accessed January 20, 2024, https://lencaedu.wordpress.com/
2 Wanda Bedard, “2009 – Honduras,” 60 million girls, accessed January 20, 2024, https://60millionsdefilles.org/en/our-projects/2009-honduras/
3 Susan Stone, “El Maestro En Casa,” El Maestro en Casa, accessed January 20, 2024, https://lencaedu.wordpress.com/
4 Wanda Bedard, “2009 – Honduras,” 60 million girls, accessed January 20, 2024, https://60millionsdefilles.org/en/our-projects/2009-honduras/

21 Edwards Jr, D. B., Moschetti, M., & Caravaca, A. (2023). Globalisation and privatisation of education in Honduras—Or the need to reconsider the dynamics and legacy of state formation. Discourse: Studies in the Cultural Politics of Education, 44(4), 635-649. Available at: https://www.tandfonline.com/doi/abs/10.1080/01596306.2020.1852181
22 Murphy-Graham, E. (2007). Promoting participation in public life through secondary education: evidence from Honduras. Prospects, 37(1), 95-111. Available at: https://link.springer.com/article/10.1007/s11125-007-9013-2
23 Hasemann Lara, J. E. (2023). Health Sector Reform in Honduras: Privatisation as Institutional Bad Faith. Medical Anthropology, 42(1), 62-75. Available at: https://www.tandfonline.com/doi/abs/10.1080/01459740.2022.2125388

Broken Chalk’s Press Release on World Refugee Day 

Mamta Rao, Rieke Lahrsen

Every year on June 20th, the world comes together to commemorate World Refugee Day – a day to raise awareness about the plight of refugees and celebrate their courage, resilience, and contributions to societies around the globe. It is a day marked by various events hosted globally that are organized by or include participation of refugees, government officials and inclusive communities.

This year’s theme is “Hope away from home”, emphasizing the importance of enabling refugees to pursue education, employment and healthy living in their place of refuge. Inclusion stands at the forefront as the most effective way to help refugees not only rebuild their own lives, but also contribute to their new communities and place of safety.

According to the United Nations High Commissioner for Refugees (UNHCR), there are currently over 100 million forcibly displaced people worldwide, including refugees, asylum-seekers, and internally displaced persons. These individuals have been uprooted from their homes due to conflict, violence, human rights violations, and increasingly, the impacts of climate change and natural disasters.

The journey of a refugee is one marked by unimaginable hardship, loss, and trauma. They have fled their homelands in search of safety, leaving behind everything they once knew and loved. Yet, in the face of such adversity, refugees continue to demonstrate an extraordinary capacity for resilience and hope.

World Refugee Day is an opportunity to honor this resilience and to remind ourselves of our shared responsibility to support and protect those seeking refuge. It is a day to amplify the voices of refugees, to listen to their stories, and to recognize the immense contributions they make to host communities.

Refugees bring with them a wealth of skills, knowledge, and cultural diversity that enriches the societies in which they settle. They are entrepreneurs, artists, scientists, and community leaders, whose determination and perseverance inspire us all.

On this World Refugee Day, let us reaffirm our commitment to upholding the rights and dignity of refugees. Let us advocate for policies that promote their inclusion and integration, and work towards creating a more just and compassionate world where no one is forced to flee their home.

Here are a few ways you can make a difference this June 20th and beyond:

Educate yourself and others: read, listen and learn about the refugee crisis and how it impacted innocent lives worldwide

Support refugee organizations: donate or volunteer your time and energy to help refugees through organizations such as UNHCR, IOM, IRAP or local assistance groups

Advocate in your community: advocate for policy changes through local engagement, support refugee-owned businesses, participate in awareness campaigns or engage with schools to integrate refugee issues into their curricula

Spread positive stories: success stories and positive personal experiences of individuals can highlight the resilience of these strong individuals and fight the negative stereotypes portrayed in the media!

Remember, refugees are not just statistics; they are mothers, fathers, sons, and daughters seeking a better life and a haven. Their stories remind us of our shared humanity and the power of hope in the face of adversity.

Together, we can build a world where refugees are welcomed, supported, and empowered to rebuild their lives and thrive.

References

International Day for Countering Hate Speech

Written by Astrid Euwe Wyss and Panashe Marie Louise Mlambo 

On 18 June, the world observes the International Day for Countering Hate Speech, established by the UN General Assembly in its resolution 75/309 on 21 July 2021.1 This day serves as a global call to action to combat hate speech in all its forms, fostering a culture of respect, tolerance, and understanding. 

The principles enshrined in the International Covenant on Civil and Political Rights emphasize that “Everyone shall have the right to hold opinions without interference” and “Any advocacy of national, racial or religious hatred that constitutes incitement to discrimination, hostility or violence shall be prohibited by law.” Broken Chalk stands firmly behind these ideals, advocating for educational environments where respect, tolerance, and mutual understanding are promoted. 

Educational institutions are critical arenas for fostering values of respect and tolerance. However, many regions around the world still struggle with the harmful effects of hate speech, which can create hostile learning environments and impede students’ educational progress.2 Broken Chalk’s efforts focus on raising awareness about these challenges and urging the international community to implement effective strategies to counter hate speech. As an international organization, Broken Chalk remains steadfast in its mission to achieve both local and global perspectives in its advocacy efforts. Through collaborative action and collective engagement, we strive to create a world where every individual has access to quality education in a peaceful, inclusive, and respectful environment. Our press releases, monitoring articles, and UN-UPR submissions are all the strides we have take to address the gaps in education and challenges affecting individuals in the educational sphere.  

“Our work is driven by a commitment to fostering respect and understanding in education. On this International Day for Countering Hate Speech, we urge governments and stakeholders to the UN to prioritize the fight against hate speech in education and to take decisive action to address systemic issues.” is a sentiment that is agreed by the Broken Chalk representatives.  

As an international organization, Broken Chalk remains steadfast in its mission to achieve both local and global perspectives in its advocacy efforts. Through collaborative action and collective engagement, we strive to create a world where every individual has access to quality education in a safe, inclusive, and respectful environment.