Unjust Detention and Abuse of Minors and Mothers in Istanbul Allegedly Affiliated with the Gülen movement

Context

On the 7th of May 2024, the Turkish police conducted a large-scale operation in Istanbul, where multiple people associated with the Gülen movement, distinctly young female students were targeted. Consequently, 49 persons were detained, including students aged between 13-25, together with their parents. Among the people arrested, a mother with Parkinson’s disease and her daughter were put in prison, facing numerous violations of human rights that will be further explained. The operation was carried out by the Anti-Smuggling and Organised Crime and Anti-Terrorism units of the police in the Beylikdüzü district of Istanbul.

During the operation, multiple homes were forcibly entered and searched, and children were forcefully taken into custody by the Turkish authorities, despite objections from their families and lawyers. This has raised concerns among Turkish society, but also at the international level, about the treatment of minors and the violation of their basic rights during the operation.

Basis for the detention

During the investigations, the minor detainees were reportedly questioned in the absence of their lawyers, and their statements were allegedly manipulated by the police authorities. Some minors were interrogated for 15 hours without having access to legal services, while others were questioned under threat or pressure.

The alleged reasons for this operation were based on activities such as providing, educational support to people by being an education coach, offering financial support, assisting with language learning (English), and organizing educational events. All those activities were intended to support the legal as well as the learning/pedagogic needs for students, but instead, they were labelled as ‘terrorist activities’.

Among the detainees, the female students were questioned about institutions and activities that could be potentially linked to the Gülen Movement. Specific questions included subscriptions to closed publications, use of the ByLock application, and holding accounts at confiscated Bank Asya. Those inquiries as well as how they were made, reflect intrusion into individual freedoms of expression, access to information, and financial freedoms Other students were also questioned about participation in tuition centres, schools, or dormitories associated with the Gülen Movement. Other questions that were put were either interpretative, leading, or based on physical and phone surveillance.

Stories behind the scenes

The stories from the detained people paint a disturbing picture of the unlawful detentions in Istanbul and the heavy impacts on children and their families. From a mother arrested for providing English lessons to her children, to a doctor detained with his daughters, and a mother of seven detained along with her children, these stories showcase the arbitrary and unjust nature of the detentions. People who were suffering from different diseases, for example, a woman diagnosed with Parkinson’s disease, were kept in unsuitable and unacceptable conditions.

Those stories not only underscore the need for greater accountability in the detention process, in order to prevent these violations of human rights and arbitrariness but also bring to the surface the reality behind the bars and the unspoken atrocities that happen to these innocent individuals and their families.

Recommendations

The following recommendations are non-exhaustive and can be used to address human rights violations and prevent such cases:

  • Advocate for legal and humanitarian assistance by encouraging NGOs to provide support for the affected persons. For example, providing counselling services, funding legal defence and monitoring the conditions for the detainees to see if they align with the international standards.
  • Promote awareness and mobilize support for the current issue, as well as encouraging campaigns that support human rights. Additionally, these could also determine the Turkish authorities to adhere to international standards.
  • Call for investigation by demanding the UN organs or different human rights organizations to initiate an independent investigation to the alleged violations of human rights.

Keywords: Gülen, students, Turkish police, detention, Istanbul, minors, arbitrary, human rights

References:

Water Scarcity in Jordan 

“When the well is dry, we know the worth of water.”  

-Benjamin Franklin 

Written by Iasmina-Măriuca Stoian 

Water scarcity is a serious issue that affects over 700 million peoplei that live in over 43 different countries. From those, there is a list of 14 countriesii that face severe water stress: Qatar, Israel, Lebanon, Iran, Jordan, Libya, Kuwait, Saudi Arabia, Eritrea, United Arab Emirates, San Marino, Bahrain, India, Pakistan, Turkmenistan, Oman and Botswana. Because most of them are located either in the Middle East or in the Northern Africa region (MENA region), they are mostly affected by the desert climate and by the increasing level of demand. 

By definition, water scarcity, or water shortage, is the lack of necessary supplies of fresh and clean water to meet the demand for water, thus affecting the countries economically, politically and also the world’s growth level of population. 

Background 

Jordan, a relatively stable oasis in the midst of Middle Eastern turmoil, is affected by two issues that threatens its continuous stability – water scarcity and the regional conflicts that not only affects the surrounding countries, but also the Jordanians. According to a study, without intervening measures, over 90% of Jordan’s low-income population will be experiencing critical water insecurity by the end of 2030 (Yoon et al., 2021). What is worth mentioning about this issue is that, although infrastructure is adequate, demand exceeds supply due to population growth and Syrian refugees. Water sources in Jordan include 54% groundwater, 37% surface water, and 110 mm of annual rainfall. However, while the underground basins are overly exploited, the surface water supplies are either mismanaged or contaminated by pollution, making them inaccessible for immediate use. 

This article will look firstly into the factors contributing to this issue, then the effects on the society and the environment, and finally the solutions and current projects. From the mismanagement of surface water resources to desertification and climate change, this article will provide an overview of Jordan’s water scarcity, the measures already taken and solutions for this issue. 

Main causes for water scarcity 

The issue of water scarcity in the Jordan Valley is complex and difficult to address due to a variety of factors such as natural processes, political crises, rapid population growth, water pollution, the discrepancy between supply and demand, the migration of Syrian refugees, and the misuse of water resources. The water shortage not only has effects on the environment and people living in the region, but also on the poor populations from rural areas who face daily struggles due to water scarcity, pollution, and resulting health and economic crises. The following paragraphs will present some, but not all causes of the water shortage in the country. 

Desertification, droughts, and climate change 

Desertification and droughts are natural phenomena affecting the water shortage not only in the country but also in the region, as well as the impact of climate change leading to decreased groundwater and aquifer replenishment. Also, heavy irrigation practices and the overdrawing of water from aquifers have contributed to the depletion of water sources. 

While droughts are temporary periods caused by a lack of precipitation, desertification is a long-term process in which fertile land becomes arid and almost impossible to support vegetation, leading to the transformation of the specific area into a desert. They are both caused by the increased temperatures, human activities, such as deforestation, or lack of rainfalls. 

On the other hand, climate change means rising global temperatures, modifying rainfall patterns, intensifying drought conditions and desertification processes. These conditions increase the risk of wildfires and threaten groundwater resources, which supply a significant portion of the country’s domestic water. 

Pollution and water contamination 

Pollution from agricultural runoff and contamination has had a significant impact on the water in Jordan. Multiple rivers and lakes have been contaminated due to the use of insecticides by farmers. In Jordan Valley, the widest region with freshwater resources,iii approximately 70% of freshwater resources are now contaminated by biological pollutants.  

Mismanagement of water resources  

Jordan relies on 3 major surface water sources for 37% of its total water supply; these are the Jordan, Zarqa, and Yarmouk rivers. Overdrawing water for heavy irrigation is depleting water resources in the whole MENA region, leading to drier landscapes and decreasing moisture in the ground. Heavy irrigation uses water from various sources, such as rivers, aquifers, and groundwater, preventing the excess water from being used for other purposes due to added pollutants and chemical compounds. Additionally, over-pumping by Israel and Syria are causing Jordan’s access to the Jordan and Yarmouk rivers to diminish, due to lack of regional environmental cooperation.  

Migration of refugees and increasing demand 

Current water demand exceeds the water supply, leading to a constant water deficit in Jordan. Population growth, particularly from refugees, exacerbates the issue by reducing available water per capita. There are three main uses for water in Jordan: municipal, industrial, and agricultural.  

As for Amman, private water tankers in wealthy areas have seen a rise in prices, contributing to the ongoing water shortages in the city. As a result, government rationing of water is common, and wealthier households often use private water trucks to fill multiple tanks on their roofs. On the other hand, the poor households are most affected, as they have limited capacity to store water and cannot afford to buy from private trucks. While people are responsible for obtaining water tanks on their own, damage to these tanks can make them lose precious water. Stories from people show the dramatic image behind this issue, making people beg for water from their neighbours or skip showers or cleaning to save water.iv More effects will be further discussed below. 

Impact on society and environment 

Human capital impacts 

Apart from the insufficient amount of drinking water for the population, the rest of the amount necessary for basic hygiene and sanitation is almost inexistent. Consequences of the lack of water on the long term are the development of adverse health conditions such as lethargy, neurological symptoms, kidney failure, and others. Moreover, the lack of clean water can also affect the population by increasing the mortality rate attributed to numerous wash-related diseases. 

Water scarcity can also affect children and young students, by lowering the school attendance and performance rates, especially for girls. This is important as children would be able to practice important hygiene behaviour, such as correct disposal of menstrual products and handwashing. 

Impact on refugees 

The impact on refugees is even more drastic. As many of them are among the poorest people in Jordan, the impact is even greater. Tayba Abkar, a 32-year-old Sudanese refugee and a mother of four says: “My children have to go to the neighbours’ house on most of the days to use the toilet. My 13-year-old daughter feels very embarrassed when she goes there”.v This is just one of the many stories of families struggling with this environmental issue. 

Impact on food security 

Water scarcity not only affects human lives but has also a direct effect on food security. A decrease of water in local lakes and rivers means a decrease in agricultural productivity. Food insecurity mostly affects the poor population, leading to multiple cases of malnutrition, famine or undernourishment. 

Solutions and mitigations 

Jordan Water Sector Efficiency Project 

The Jordan Water Sector Efficiency Project aligns with the government’s strategy and aims to improve water sector efficiency, drought management, and climate resilience, for which the World Bank approved $300 million for the implementation of this project.vi The project is still being implemented and is envisaged to cover over 1.6 million people and to save 10 million cubic meters of water, reduce electricity use, and establish a drought management system to benefit households, farmers, and industries in the country. 

UNICEF collaboration 

Among the different international organizations involved in this issue, UNICEF supports sustainable water and environmental conservation projects to improve access to water and sanitation for vulnerable children and families. They currently work with the Ministry of Water and Irrigation to enhance water supply and sanitation infrastructure in cities, schools, refugee camps, and communities.vii They are planning to implement alternative water technologies, promote water conservation, and advocate for policies that manage social-ecological systems. Regional advocacy groups like EcoPeace Middle East also contribute to environmental protection and peacebuilding.  

Dialogues about regional water allocation 

Another solution would be the improvement of water allocation by establishing multilateral discussions and regional cooperation between countries. The Jordan River Basin lacks a multilateral treaty for water allocation. These discussions could play a significant role in reaching comprehensive agreements and promoting regional sustainable development, including unified management of the Jordan River Basin. 

References

  • Wu, T. L. (2024, March 4). 4 Countries with Water Scarcity Right Now | Earth.Org. Earth.Org. https://earth.org/countries-with-water-scarcity/ 
  • Yoon, J., Klassert, C., Selby, P., Lachaut, T., Knox, S., Avisse, N., Harou, J., Tilmant, A., Klauer, B., Mustafa, D., Sigel, K., Talozi, S., Gawel, E., Medellín-Azuara, J., Bataineh, B., Zhang, H., & Gorelick, S. M. (2021, March 29). A coupled human–natural system analysis of freshwater security under climate and population change. Proceedings of the National Academy of Sciences of the United States of America. https://doi.org/10.1073/pnas.2020431118 
  • Water, sanitation and hygiene. (n.d.). UNICEF Jordan. https://www.unicef.org/jordan/water-sanitation-and-hygiene 
  • Beithou, N., Qandil, A., Khalid, M. B., Horvatinec, J., & Ondrasek, G. (2022, July 8). Review of Agricultural-Related Water Security in Water-Scarce Countries: Jordan Case Study. Agronomy. https://doi.org/10.3390/agronomy12071643  

The war in Ukraine and its impact on education

Commencing on the 24th of February 2022, the full-scale Russian invasion of Ukraine has led to unfathomably disastrous outcomes, both internationally and within both countries. Of course, the scale of destruction had mapped onto virtually every aspect of the political, economic, and socio-cultural functioning of Ukraine’s society. Leaving no one unaffected by its persistent brutality, Russia’s military adventurism has highlighted the particularly pertinent problems surrounding the daily struggles of educational institutions, their children and their staff in producing a safe and stable environment that is conducive to the educational needs of the youth.

This article breaks down the Ukrainian educational struggles in the context of the waging of a genocidal war by its belligerent neighbour. Furthermore, contemporary innovative solutions to some of these educational issues will be outlined – as well as an assessment of their utility. Lastly, it is of essence to avoid perceiving these educational struggles as isolated cases specific to the Russo-Ukrainian War. On the contrary, these struggles must necessarily be understood in connection with other parts of the world which are consumed by the devastating impacts of chauvinism and warfare. Only from this comparative understanding can one begin to construct a fruitful perspective that is solutions-based, as opposed to the simple dissemination of platitudes devoid of meaning.  

Background Information 

The onset of the war has caused widespread devastation, particularly in the five oblasts (regions) affected the most being Donetsk, Luhansk, Zaporizhia, Kherson and Kharkiv. As of the 9th of November 2023, over 3,790 educational facilities have been either damaged or totally destroyed. These are often the result of “aerial attacks, artillery shelling, rocket strikes”, and in certain cases even cluster munitions (Human Rights Watch, 2023). It is the imprecise nature of Russian weaponry that particularly causes them to indiscriminately shell and strike civilian infrastructure, if not also the vile disregard for the laws of war on the part of the invading army. As such, it is not uncommon for pupils’ school days to be interrupted by siren alerts forcing them to flee into a bomb shelter. There has even been evidence of deliberate striking of schools, with the shelling of one such building with the word “children” written in large as a message in front of it (CNN, 2022). 

In addition to this, there has been extensive occupation of schools by Russian troops, who utilize the space to store munitions, weaponry, vehicles, tanks, amongst other military equipment. The military-use of schools strictly breaches the laws of war. Launching attacks from such locations causes a reciprocation from the Ukrainian counter-battery fire, thus leading to even further destruction of schools. Beyond the exploitation of educational facilities for military purposes, there has been comprehensive evidence of the Russian army engaging in not uncommon looting and pillaging. The stolen equipment includes, but is not limited to, desktops and laptops, televisions, interactive whiteboards, and heating systems. The Human Rights Watch has summarized this by stating “what was not stolen was often broken”. Before ultimately leaving the premises, Russian forces engage in destruction and vandalism, often denoting hateful sentiment towards Ukrainian people (Human Rights Watch, 2023).  

The question should then be posed: how are students able to continue their studies given such wholescale destruction of their schools? Students who have found themselves without feasible schooling options had to resort to continue their studies from a different school in another area. Although moving is expensive, time-consuming, and therefore is not an option for the majority of people along the front lines, if not actively assisted by the government (which is also not always possible). Students became accustomed to studying in shifts, in between sirens, as well as remotely. The last option was made redundant to a great extent, given that Russia has deliberately and over a prolonged period of time targeted civilian infrastructure such as power and electricity stations, including the hydroelectric Kakhovka Dam in the Kherson region. In the rough conditions of power outages, major floods, and routine shelling multiple times a day, it is unsurprising that these adjustments have been insufficient in the face of Russia’s brutality. Therefore, the physical devastation of educational facilities has significantly impacted Ukraine’s ability to commit to the Universal Declaration of Human Rights which plainly states in Article 26 that “everyone has the right to education” (UDHR, 1948).  

These educational struggles had not commenced only in 2022. Violent ethnic conflict was raging in the Donbas since the beginning of 2014, which already produced devastating realities for students, staff, and the entirety of the educational sector. This was further exacerbated by the effects of the global pandemic, Covid-19. At just about the time that Covid-19 was starting to subside, the full-scale invasion of Ukraine was launched. As such, for the past decade, students and staff were unable to catch a break as the situation progressively went from bad to worse to inconceivable as it stands today. The laws of war simply do not exist for the invading forces who have rampaged through thousands of schools and other educational facilities, using them for the purposes named above as well as for the detainment, torture, and execution of innocent civilians.  

Solutions in the Context of War 

In order for the educational system to continue apace, some modifications were needed to be made. Ukraine began establishing shelter zones in schools (Visit Ukraine, 2023). These were visited quite frequently as a result of the daily shelling and provided the security the students needed to maintain their education. Taking exams and going to lessons in an underground bomb shelter is far from an uncommon occurrence in Ukraine. In Kharkiv, the government has resorted to building “bunker schools” in the subway for a more safe, stable, and quiet environment conducive to studying, as the explosions will not be heard (CNN, 2024).  Further adding onto the stress for students and staff are the conditions of working in irregular shifts to ensure as many students are accommodated as possible. Whereas remote learning remains interrupted by the incessant shelling of Ukraine’s power infrastructure.  

An additional class was added to the educational curricula for all students. Announced by Ukrainian Deputy Interior Minister Kateryna Pavlichenko, ‘safety classes’ were introduced in schools. These special classes were dedicated to the critical important knowledge of life safety and civil defence (Visit Ukraine, 2022). Such practical information must be imparted upon the youth in order for them to understand how to behave in numerous circumstances, as well as the necessary precautions to be taken in an active war zone.  

Concluding Remarks 

The nature of the educational struggles in light of the Russia’s invasion of Ukraine have been examined, and the innovation that Ukraine has witnessed in solutions to these educational struggles have been duly noted. However, it is of essence to note that these need not be considered as solutions per se. The accommodation that Ukraine has made to the functioning of educational institutions should instead be construed as a temporary band-aid, one that harshly scratches the surface of the real problems facing many millions of children, teachers, and others included in the process. As such, our attention must shift to the source of boundless suffering – Russian imperialism.  

A long-lasting peace settlement is essential to the stability of educational institutions, and a critical necessity for the wellbeing of students all over Ukraine. However, this settlement must not be on the terms of the invader. That does not solve the problems of the educational issues students face in the temporarily occupied areas of Ukraine. The peaceful settlement of the conflict will necessary be on Ukrainian terms, including the necessary persecution of war criminals responsible for the decimation of Ukrainian education. For now, Ukraine is valiantly fighting for its freedom and independence from Russian aggression. Children had nothing to do with the decision to begin the invasion, yet they are ultimately paying the highest price. The end of Russia’s war on Ukrainian children is long overdue.   

References

Gang violence in Ecuador: Consequences for students 

Written by Iasmina-Măriuca Stoian 

Introduction 

The organized violence perpetrated by criminal gangs in Ecuador has almost taken over the lives of its citizens. Add menace and fear to fear, and several students have had to change the way they live and go to school forever. The unceasing violence follows students to school, as some students may be disrupted and killed in the process. It also hinders students’ education, and if businesses and schools are terminated, some may experience intimidation, losing any hope of ever going to school. Furthermore, it leads to economic and social insecurity due to the increase in poverty levels and unemployment where an affected student has reduced opportunity to pursue a decent future because of financial inability. The presence of gangs in the ensconced prisons and their occupancy of the streets has enabled forced recruitment and fear. Students’ capacity to learn and succeed is hampered by the hostile and unsafe environment that the persistent violence and instability produced. 

A persistent threat and an increasing concern 

In Ecuador, gang violence has been a major problem, especially in major cities like Quito and Guayaquil. The majority of killings in the nation have been committed by street gangs, including the Latin Kings, also referred to as the STAE. Concerns over the safety of the populace, particularly students, have been raised by this. To combat the rising threat posed by adolescent gangs, the government has put in place a number of measures, such as harsher penalties for individuals found in possession of weapons and without authorization. 

The fear and insecurity caused by the criminal gangs have made it necessary for students to change their patterns and live with fear daily. The education sector has been highly affected whereby shops and schools are closed to prevent being attacked, targeted, or extorted. The economic and social implications of the violence have left many in poverty and jobless, causing the majority to opt-out of essential amenities that would ensure the need for students to be in the precinct of their facilities. The recruiting of members and intimidation by gangs within prison and outside on the street has made the environment too hot for students since their safety is highly tampered with. Gangs have made the plight of students to be in an unsafe place by recruiting them and actively corrupting their morals. 

Gang violence in Ecuador has been a significant issue, especially in cities such as Guayaquil and Quito. The Latin Kings, also known as STAE, as well as other street gangs have been responsible for a large percentage of homicides in the country. This has raised concerns about the safety of the citizens, including students.  

Government’s response  

As a response to this issue, the government has implemented various policies to address the growing youth gang threat, including stricter punishment for those caught armed and without a permit. However, despite the risks of these policies, the government reports that its approach to security has been successful, with a significant reduction in homicide rates. This reduction in lethal violence has made Ecuador one of the safest countries in Latin America. The government’s approach to crime control has emphasized efforts to reach higher levels of social control based on policies of social inclusion and innovations in criminal justice and police reform. 

One notably innovative aspect of this approach was the decision to legalize several street gangs in 2007. The government claims the success of these policies can be seen in the drastic reduction in violence and criminality, including a decrease in inter-gang violence and homicide levels. The legalization process helped to improve the quality of life and security in communities, leading to a transformation in the way gangs operated and interacted with their surroundings. 

Consequences and impacts on students 

The key consequences of those violent acts were for students. The street gangs’ activity has generated the atmosphere of terror and fear, which influenced students’ capability to concentrate on the studies. Moreover, around 4.3 million children have been unable to receive an education due to the temporary transition to online classes and threats made by criminals. The latter factor also made it easier for school workers to conduct identification and try to tackle sexual violence cases, causing the reduction of the reports and the absence of help for victims. The organized crime spread only produced the negative effect, prompting the impossibility of elimination and secure reporting. Thus, the government should take urgent action to protect the rights of these children and ensure that they can learn in a safe and secure environment. 

Social inclusion as a key 

In response to this issue, the government has recognized the importance of engaging with marginalized subpopulations, including those involved in street gangs, to ensure the success of its Citizens’ Revolution. The approach to social inclusion and community empowerment has been crucial in addressing the root causes of gang violence and providing opportunities for behavioural change. 

Moving forward, the government needs to continue and highlight the social inclusion approach to street gangs as a model of best practices. This includes further formalizing the legalization process within institutions and developing strategies for effective intervention. By addressing the underlying social and economic factors that contribute to gang violence, the government can create a safer environment for students and all citizens in Ecuador. 

Conclusion 

In light of the significant consequences of gang violence on students in Ecuador, it is imperative for the government to prioritize social inclusion and reform efforts. By addressing root causes and promoting opportunities for behavioural change, Ecuador can create a safer and more conducive environment for students to learn and thrive. 

References

Amsterdam Housing Scams target International Students

As part of our ongoing commitment to safeguarding the interests of international students and renters, Broken Chalk presents this lobbying report to address the pervasive issue of housing scams in Amsterdam. With the rising incidence of fraudulent activities targeting renters, especially expats and students, urgent action is needed to protect vulnerable populations and preserve the integrity of the rental market.

Problem Statement

Amsterdam, like many major cities, faces a significant threat from housing scams, with scammers targeting expatriates and students seeking affordable accommodation. The financial losses incurred by victims of housing scams are substantial, posing a significant economic burden and jeopardising the financial well-being of renters.

Expatriates and students are particularly vulnerable to housing scams due to their limited familiarity with local housing norms and regulations, making them prime targets for exploitation. Victims of housing scams often fail to report incidents to authorities, contributing to a lack of accountability and perpetuating fraudulent activities within the rental market.

Recommendations

We advocate for stricter regulation of the rental market, including mandatory membership in established realtors’ organisations such as the MVA or the NVM and the strengthening of rental agencies to prevent fraudulent practices and hold perpetrators accountable.

We encourage the government to launch comprehensive educational campaigns targeting renters, particularly expatriates and students, to raise awareness of common housing scams provide guidance on identifying and avoiding fraudulent schemes and collaborate with organizations like !WOON to disseminate information and provide confidential advice to individuals seeking housing.

We urge the government and universities to implement measures to verify the legitimacy of rental listings and landlords, including access to resources such as the Kadaster property register and to encourage and raise awareness of renters to conduct thorough background checks and seek second opinions when evaluating rental opportunities. Proper measures should be taken against informal listings on social media, and penalties and fines should be placed to combat the surge of housing scams.

Furthermore, renters should be made aware of their rights regarding fees and financial transactions and guidance on legal deposits and recourse options for unjust fees should be provided. We urge the government to facilitate access to support services, such as those offered by!WOON, to assist victims of housing scams in reclaiming losses and seeking restitution.

Broken Chalk advocates for proactive measures to inform and support international students in navigating the Dutch housing market effectively. Our proposed solutions aim to empower students with the knowledge and resources needed to secure safe and legitimate accommodation during their time in the Netherlands.

We further recommend collaboration with home affairs departments at universities and colleges to incorporate housing education and assistance into orientation programs for international students. By integrating housing-related information sessions, workshops, and resources into existing initiatives, institutions can better prepare students for the challenges of finding accommodation in a new country.

We further advocate for legislation and policy frameworks that incentivize universities and colleges to prioritize housing support for international students. Encourage the establishment of dedicated housing offices or support services within educational institutions to provide tailored assistance and guidance to students throughout their housing search process.

The government has a duty to ensure that international students have access to comprehensive information on housing options, rights, and responsibilities from the moment they arrive in the country and to develop informational materials, online resources, and orientation sessions specifically focused on housing-related topics to equip students with the knowledge needed to make informed decisions.

Universities should be held to the same standard. We urge the government to implement specialised support programs or mentorship initiatives for first-year international students to address their unique housing needs and challenges and to pair incoming students with experienced mentors or peer advisors who can offer guidance, share personal experiences, and provide practical assistance in navigating the rental market.

We further fight for the establishment of mechanisms for monitoring the effectiveness of housing support initiatives and collecting feedback from international students to identify areas for improvement and regular assessments of student satisfaction with housing services and use this feedback to refine and enhance support programs over time should be conducted.

By prioritizing the integration of housing education and support services into existing institutional frameworks and advocating for policy changes to incentivize universities and colleges, we can ensure that international students receive the assistance they need to secure suitable housing and thrive in their academic pursuits.

Conclusion

In conclusion, addressing the scourge of housing scams in Amsterdam requires a coordinated and multi-faceted approach. By implementing the recommended measures, we can protect renters, uphold the integrity of the rental market, and create a safer and more equitable environment for all residents. We urge the Ministry of Education to prioritize these initiatives and collaborate with stakeholders to combat housing scams effectively.

Sincerely,

Broken Chalk

Anti-Scamming Team

Cyprus Education System: a native’s perspective

Written by Pervin Derin Erk

Cyprus is a small island with big issues; politically ambiguous, economically unstable, physically divided and socially discriminative. A long-standing ethnic conflict that has the island divided with a recognised legal republic in the southern part and a de facto state in the northern part of Cyprus. The relationship between the two sides is essentially based on mistrust, a bloody history, and disagreements on the past, present and the future. Within this context, education is one of many areas that the island faces challenges in. There are a lot of things that need to be improved in the education system of the island, but I will lay down the top problems I have experienced or have seen my peers experience. So, from a native’s perspectives, here are the educational challenges in Cyprus…  

Background

First, let’s explore the brief history of the island and its current social conditions. Cyprus is an island in the Eastern Mediterranean and was visited colonised by many civilisations over history. Currently, the island’s natives belong to four distinct ethnic groups, which are Greek, Turkish, Maronite and Armenian Cypriots.1 The two main ethnic groups, the Greek and Turkish groups have been in conflict for the past century, which has led to the division of the island between the Greek-speaking groups (Greek, Maronite, and Armenian Cypriots) and the Turkish-speaking group. The two sides essentially have their own governments and their own education systems, even though the northern administration is not recognised by any international organisation or country apart from Turkey, its neo-colonialist. To keep this article as clear and inclusive as possible, I will focus on the challenges in both states’ educational systems, as well as what happens when the two groups interact in schools.  

Republic Schools and Their Turkish-Speaking Students  

The quality of education is considered better by many Turkish-speaking Cypriots and therefore families that can afford it send their kids to the private schools in the Republic. This leads to the problem of biased curriculum against the Turkish-speaking students as well as a language barrier in the communication among students and with their Greek-speaking teachers. Even though there are Greek lessons for Turkish speakers and Turkish for Greek speakers, the language abilities do not reach a point where there can be fluent and effective communication in either language. This, coupled with a general racism towards each other, makes the experience of education more difficult and discriminative than it should be. As a result, the learning environment and the learning experience is not as welcoming for non-Greek speaking students. They make up a small percentage of the entire student population but deserve the same level of quality and experience as their Greek-speaking classmates get.  

Moreover, the divided nature of the island has led to divided views on its history. As mentioned before, the relationship between the two sides is based on mistrust and disagreement. Curriculums created within such an atmosphere are not objective and can be violent. Not violent in the sense that history teachers physically abuse their Turkish-speaking students, but violent in the sense that the use of bloody and gruesome imagery history books, or the listing of every person killed in the armed conflict phase. This may seem trivial but imagine being one of the only Turkish-speaking students in the class and seeing the Turkish names on the history books and having them be accused of murder.

What About Northern Cyprus? 

The curriculum in the north is influenced heavily by Turkey and relies on the regime’s approval to be taught in schools. The regime does not do this openly, but rather by interfering with the local politics and ensuring its allies sit in high places. By doing this, Turkey holds the northern part of Cyprus and subsequently its education system in its fist. Let me explain further with a personal anecdote… 

I went to a public college, considered the best school in the northern part of the island. It was renowned for its educational quality and the teaching staff, who would have to wait in line for many years to be appointed to the school. For the ‘Religious Studies and Morality’ course, a teacher would be appointed from Turkey, given the lack of interest in religious studies by the locals. In my first year there, we had a religion teacher who was a good and understanding teacher. Let’s call him X. When we went back to school the next year for grade 7, X had been replaced. At the time, we did not give this much thought since the replacement of teachers, especially for religious studies was common. A couple years later, the subject of religious education came up in another class and, as an example, our teacher casually mentioned X and how he got sent back after being discovered as a Turkish spy, if we had already heard about it. The class was in shock. A spy?! That guy?!  

We questioned the teacher further and she finally admitted that he used to listen in to the teachers’ conversations in the teachers’ lounge and whenever he heard something suspicious or anti-regime, he would report it to the Turkish government. A group of teachers started suspecting him after some time, though I forget why exactly, and requested an investigation. Sure enough, he was confirmed to be a spy and was sent back before the new school year. That was the first time we, as students, felt exposed and vulnerable. We had been so sure of our safety because our state could, to a certain extent, still have some autonomy. Luckily, when we were told of this, the religious studies phase of our education was already over. 

After this experience, it all started to jump out at us. The specific words used in the history curriculum and how our anti-regime teachers would make us ignore pages and pages of information for their unnecessarily long and detailed incidents; the pictures used, and the people it depicted… it all became clearer and more obvious. Even our Cypriot history books were printed and published in Turkey first. This bias and tight grip on the education of Northern Cypriot students not only creates a certain kind of knowledge, but also hampers accurate and broad knowledge production. As a result, students are fed certain propaganda that is anything but peaceful towards their fellow Cypriots on the southern side of the island. So, what kind of a generation is this curriculum raising and how can we expect improvement if we are taught to ruminate over the past still instead of moving forward? 

What Other Problems Are There?  

The teacher shortages, inadequate special needs education, policy mismatch and more can be further discussed and analysed.  

Compared to the other EU-27 countries, investment in education per student remains high in Cyprus in except at pre-primary level. However, it seems that this funding is not being diverted in a balanced way, with the special needs education not receiving sufficient funding.  

Further, the institutionalisation of gender disparities, sexist ideologies, and homophobia, coupled with a lack of sex education adds to the educational quality and integrity, as well as the experience of these for students of different backgrounds.  

Conclusion and Suggestions 

There is a lot to be done in the realm of education in Cyprus, for both the Republic and the northern part. To tackle the many challenges, there needs to be a concrete understanding of the institutionalised racism against Turkish speakers. It cannot be brushed under the carpet, nor can it be accepted as a thing that just is the way it is. The quality of education and the educational ambitions of students should not be undercut by the discrimination faced at schools from their peers, or from their lesson materials. 

What is more, a lot more research needs to be done. Empirical research about the educational experiences of students of different backgrounds is crucial to have a concrete understanding of how they are affected. By doing this, certain policies and lessons can be adjusted to be more welcoming and less discriminative to students. It would also highlight the areas that the curriculums are lacking in and see what students need to be taught in schools, such as a broader sex education. There also needs to be thorough statistical research that would clearly show the funding and policy imbalances as well as how many students are benefitting from it (e.g.: dropout rates).  

All these changes and research are difficult and time-intensive projects that will take years upon years to complete and implement, but better late than never!  

References  

Zembylas, M. (2010). Greek-Cypriot teachers’ constructions of Turkish-speaking children’s identities: critical race theory and education in a conflict-ridden society. Ethnic and Racial Studies, 33(8), 1372-1391. 

Cover Image via Freerangestock

Addressing Comprehensive Educational Challenges in São Tomé and Príncipe

Written by Liam Mariotti

São Tomé and Príncipe is a small island nation off the western coast of Central Africa, with a population of 220 000 people and a surface area of 964 square kilometers. Its issues stem mainly from the lack of economic and social capital within the country, a common feature across the African continent, compounded by the geographic isolation and remoteness of the island. The country grapples with numerous educational challenges that hinder its socio-economic progress.  This article delves into the key issues facing the education system in São Tomé and Príncipe and tries to identify some feasible solutions that can improve the conditions of education and the opportunities it can provide to young Santomeans. 

Education system 

   The first topic that will be discussed is the education system. São Tomé and Príncipe’s education system comprises pre-primary, primary, secondary, and tertiary levels. Education is compulsory for children between the ages of 6 and 14, but despite this mandate, many children still face barriers to accessing formal schooling.

  • Pre-Primary Education: Pre-primary education is available for children ages 3 to 6, although attendance rates are relatively low due to limited infrastructure and resources. Pre-primary education aims to provide a foundation for learning and development, preparing children for primary school.
  • Primary Education: Primary education in São Tomé and Príncipe typically spans six years, starting at age 6. The curriculum includes subjects such as Portuguese language, mathematics, science, social studies, and physical education. However, challenges such as overcrowded classrooms, insufficient teaching materials, and a shortage of trained teachers impact the quality of primary education.
  • Secondary Education: Secondary education consists of two cycles: a lower secondary cycle (grades 7 to 9) and an upper secondary cycle (grades 10 to 12). While completion rates for primary education have improved in recent years, enrollment in secondary education remains low, particularly in rural areas. The curriculum at the secondary level focuses on academic subjects as well as technical and vocational education to prepare students for further studies or entry into the workforce.
  •  Tertiary Education: Tertiary education in São Tomé and Príncipe is limited, with a few institutions offering higher education programs. The University of São Tomé and Príncipe, established in 2008, is the country’s primary institution of higher learning. Tertiary education opportunities are limited, and many students pursue higher education abroad due to the lack of diverse academic programs and research opportunities domestically.

General issues

The primary challenge to education in São Tomé and Príncipe is the limited access to it, particularly in rural areas. The country’s remote geographical location, coupled with insufficient infrastructure and transportation networks, makes it difficult for many children to attend school regularly. Additionally, poverty often forces families to prioritize immediate economic needs over education, further exacerbating the problem.

While access to education is crucial, ensuring quality is equally important. São Tomé and Príncipe struggles with inadequate resources, poorly trained teachers, and outdated curricula, leading to subpar educational outcomes. Moreover, the language barrier, as the official language of instruction is Portuguese, presents a significant challenge for students, many of whom speak local dialects at home. Gender disparities persist in São Tomé and Príncipe, with girls facing greater barriers to education compared to boys. Societal norms, early marriage, and traditional gender roles often restrict girls’ access to schooling, perpetuating a cycle of poverty and inequality. Furthermore, São Tomé and Príncipe’s economy faces numerous challenges, including limited fiscal resources and dependence on foreign aid. Budgetary constraints often result in underinvestment in education, hindering efforts to improve infrastructure, recruit qualified teachers, and provide essential learning materials.  Retaining qualified teachers in São Tomé and Príncipe is also a significant challenge due to various  factors such as low salaries, inadequate professional development opportunities, and difficult working conditions. Many teachers leave the profession or seek opportunities abroad, leading to a shortage of experienced educators and impacting the quality of education.

The country faces challenges in ensuring inclusive education for children with disabilities, marginalized communities, and those from disadvantaged backgrounds. Limited resources, lack of specialized support services, and social stigma contribute to the exclusion of these groups from educational opportunities. Effective governance and policy implementation are critical for addressing educational challenges and driving reform in São Tomé and Príncipe. However, governance issues such as corruption, bureaucratic inefficiencies, and political instability can hinder the effective implementation of education policies and initiatives. São Tomé and Príncipe’s education system should not only focus on providing formal schooling but also prioritize lifelong learning and skills development opportunities for individuals of all ages, equipping students with relevant skills and competencies is essential for their personal development and future success in a rapidly changing world.

Thus, to sum up, Sao Tomé’s education system is plagued by a lack of economic resources, which translate into lack of opportunity, for both students and educators, and an incapacity to govern effectively. The lack of social capital also is a major issue as it is very difficult to find skilled individuals who can educate others. The next section will focus on potential solutions to these issues.

Possible solutions

Strengthening governance structures, enhancing transparency and accountability mechanisms, and promoting participatory decision-making processes can improve the effectiveness of education governance in São Tomé and Príncipe. Additionally, fostering collaboration between government agencies, civil society organizations, and other stakeholders can facilitate coordinated efforts to address educational challenges.

To enhance access to education, the government and relevant stakeholders must invest in improving infrastructure, including building schools and enhancing transportation networks, especially in rural areas. Furthermore, targeted initiatives such as school feeding programs and scholarship opportunities can help alleviate the financial burden on families and encourage greater enrollment. Addressing the quality of education requires comprehensive reforms, including teacher training programs to enhance pedagogical skills and proficiency in Portuguese. Additionally, curriculum modernization aligned with the country’s socio-economic needs and cultural context is essential. Investing in educational technology and digital resources can also enhance learning outcomes and prepare students for the demands of the modern workforce.

Empowering girls through targeted interventions, such as awareness campaigns promoting the importance of girls’ education and providing support to families, can help break down these barriers. Implementing policies that promote gender equality in schools, including the recruitment of female teachers and the provision of menstrual hygiene facilities, is crucial. Moreover, addressing underlying socio-cultural norms through community engagement and advocacy efforts can foster a more inclusive and equitable educational environment.

While the government plays a central role in addressing economic challenges, partnerships with international organizations, NGOs, and the private sector are vital for mobilizing additional resources and expertise. Sustainable funding mechanisms, coupled with transparent governance and accountability mechanisms, can ensure that education remains a priority in national development agendas.

Implementing strategies to improve teacher retention and motivation, such as increasing salaries, providing ongoing professional development, and creating supportive working environments, can help attract and retain talented educators. Additionally, recognizing and rewarding teachers for their contributions to education can boost morale and job satisfaction.

Promoting inclusive education policies and practices that accommodate the diverse needs of all learners is essential. This includes providing access to inclusive classrooms, adapting teaching methodologies to meet individual learning styles, and offering support services such as assistive technologies and special education programs. Expanding access to non-formal and vocational education programs, promoting entrepreneurship and technical skills training, and fostering a culture of lifelong learning can empower individuals to pursue diverse educational pathways and adapt to evolving socio-economic demands.

Conclusion

In conclusion, addressing the comprehensive educational challenges in São Tomé and Príncipe requires a multifaceted approach that encompasses various aspects of access, quality, equity, governance, and lifelong learning. While the country faces significant hurdles in providing universal and high-quality education, there are viable solutions that can pave the way for sustainable development and positive societal transformation.

Investments in infrastructure, teacher training, and curriculum reform are essential to improve access to education and enhance learning outcomes. Additionally, efforts to promote gender equality, inclusive education, and community engagement can foster a more equitable and supportive educational environment for all learners.

Furthermore, addressing governance issues, including corruption and bureaucratic inefficiencies, is critical to ensuring effective policy implementation and resource allocation in the education sector. Strengthening partnerships between government agencies, civil society organizations, and international partners can facilitate coordinated efforts to address educational challenges and drive meaningful change.

By prioritizing education as a fundamental pillar of national development and investing in the well-being and potential of its youth, São Tomé and Príncipe can unlock opportunities for socio-economic progress and sustainable growth. Through collective action and sustained commitment from stakeholders at all levels, the transformative power of education can be harnessed to build a brighter future for generations to come.

In closing, addressing the comprehensive educational challenges in São Tomé and Príncipe is not only a moral imperative but also a strategic investment in the country’s future prosperity and well-being. By working together to overcome these challenges, São Tomé and Príncipe can realize its full potential and create a more inclusive, equitable, and prosperous society for all.

References

Cover Image: Children in São Tomé e Príncipe via Wikimedia Commons

Missing Childhoods: Child Kidnapping in Nigeria

Written by Iasmina-Măriuca Stoian

“The statistics are disturbing; the reality is devastating. It has been 9 years since the horrendous abduction of the Chibok girls, yet the nightmare continues as children are still being kidnapped, forcibly recruited, killed and injured– their futures torn away,” said Cristian Munduate, UNICEF Representative in Nigeria.

Historical background

Situated on the West coast of Africa, Nigeria is a country with a rich history, that was also intertwined with its history as a British colony. Only after 1960, when it gained its independence, and it was declared a republic in 1963, Nigeria faced a difficult period of various dictatorships and political regimes that led to more political instability.

Additionally,  the country has faced issues such as cultural tensions, corruption and inequality. Recently, the numbers on child kidnappings have grown exponentially, particularly in conflict areas. These abductions not only have affected the families and the local communities but also have raised serious issues relating to the current administration and calls for urgent measures to be taken both at the national and international levels.

Despite the continuous efforts to address this issue, child kidnappings continue to remain one of the main challenges of the country, affecting not only the lives of children but also the country’s future. This article will look into the root causes that led to this serious issue, as well as the measures that were taken to combat the kidnappings and possible future measures to be taken by the government and international agents.

Understanding the issue

According to recent articles , more than 280 students were kidnapped from elementary schools in the northern region of the country, and seized by militants. This incident is reported to be bigger than the previous one[jc6] , also known as the Chibok girls abduction case. In 2014, Boko Haram, an Islamist jihadist group based in the northeastern region of Nigeria, abducted 276 girls from their dormitories, many of them still remaining missing to this day. This outrageous incident sparked international debate and led to the creation of the #BringBackOurGirls campaign on numerous social media platforms. The reality behind the abductions is even more horrific, leading to other crimes, such as rape, killing, and forced marriages.

Nine years after the Chibok girls incident, Amnesty International and UNICEF highlighted the lack of investigations by local authorities, abandonment of the cases and lack of action from the government. However, schools still are targets of abduction cases that are reported weekly, resulting in approximately 780 abducted children and 61 still held in captivity. [ii]Thus, international organizations are continuing to call for protection and justice for those children, as well as for measures to be taken by the Nigerian authorities.

This issue not only affects the lives of children and families, but it also associated with other issues in the country such as poverty, low rates of employment, political instability, and religious tensions. These challenges will be further discussed in the following paragraphs, explaining them in more detail.

Root causes

Poverty & unemployment

There is a strong link between poverty and unemployment and the issue of kidnapping in Nigeria. Recent rates indicate that almost 46% of Nigerians live in poverty, [iii] and this includes millions of youths who are unemployed and do not benefit from governmental help in any way.

Most of those children did not have access to education, finding their way of living on the streets, where they are most vulnerable. Kidnapping of children is used, besides for political bargains, also for economic gain (kidnapping for ransom), which seems to become more common as the economic gap between rich and poor families grows.

Religious & political factors

Religious differences and the constant tension between the Christian and Islamic citizens are also root causes of the kidnappings. The two religions have been in conflict for generations, thus leading to the abduction of numerous children who were secretly killed in the northern part of the country.

Boko Haram is an extremist terrorist group and their kidnappings are both religious and politically rooted, as declared by their leaders. They mostly target and abduct Christians, as well as people who do not recognize their ideology or political movement.

Methods and tactics of kidnappers

As methods, kidnapping of children can involve the use of offensive gadgets, weapons, specially designed technologies for tracking victims, as well as sensitive information about the targets in order to forcefully take them away from their families and instil fear in their minds. Moreover, kidnapping groups have an impressive organization strategy, in which they are structured on different teams, such as operation teams, guards, tax forces etc.

The reports show that most kidnappers carefully plan their abductions, calculating the costs and benefits of each action. Their preferences on targets vary between different factors that were previously mentioned, such as political, religious, and social backgrounds. This cost for each victim is calculated according to their Kidnap Ransom Value(KRV). In the context of child kidnapping, children from affluent families, with high social status, or from families that have bigger influence may have a higher KRV than others.

Impact on families and society

Child kidnapping can have a devastating effect on families and also on the community, instilling fear and anxiety. Apart from the evident trauma that is inflicted on the past victims, families are also affected. The emotional burden of not knowing the fate or the status of their relative who was abducted is a real trauma, that can cause stress, depression and anxiety in the long-term. Additionally, to the emotional impact, families can also be affected financially, having to face the costs of recovery, treatment or, in the cases of ransom kidnappings, the price they have to pay for having back their children.

On a larger scale, those abductions have also a long-term impact on the local communities. Kidnapped children, especially underaged girls, who can often be victims of other cruel acts, such as slavery, forced marriage and sexual molestation, have a higher impact on society. Thus, from affected families to a local community and later to the whole nation, this issue leads to insecurity, while insecurity leads to political tensions and instability.

Future challenges & solutions

Both present and past governments have tried so far to combat this issue of kidnapping children in Nigeria, through several measures. National and international bodies have collaborated and started several projects, to combat both terrorist threats by the Boko Haram group, and also the criminal activities associated with kidnapping. Other projects were designed to reduce poverty and to increase the quality and accessibility to education, in order to offer children an option and a chance not to end up living on the streets.

More effective solutions in combating this issue are to focus more and pay more attention to the root causes of kidnapping. This could include offering more employment opportunities for youth, investment projects in education, adoption of stricter and more protective laws and regulations and anti-kidnapping measures.

Conclusions

In conclusion, child kidnapping is a serious and complex issue that has different root causes, such as poverty, unemployment, religious and political tensions, and organized criminal group activities. The impact on families and society is enormous, leading to psychological and emotional long-term trauma. Thus, both international and national authorities should take urgent measures and also highlight the importance of international collaboration.

References

[i] See the articles from UNICEF titled “Devastating Reality: 9 Years After Chibok Abductions, Children in Northeast Nigeria Continue to Suffer the Brutal Consequences of Conflict”, and from CBS News “Witnesses in Nigeria say hundreds of children kidnapped in second mass-abduction in less than a week” for more details.

[ii] See the article from Amnesty International “Nigeria: Nine years after Chibok girls’ abducted, authorities failing to protect children”.

[iii] See Bello (2022) for more consideration.

 

The working children of Tanzania: poverty and labour 

Written by Mayeda Tayyab

Tanzania is a country with a population of 45 million people, half of which are under the age of 18. According to the International Labour Organisation (ILO), about 4.2 million of Tanzania’s children (5-17 years old) engage in child labour, almost evenly split between boys and girls. Unfortunately, these children rarely earn anything for their labour as 92.4% work as unpaid family helpers while only 4% work in paid employment (International Labour Organisation and National Bureau of Statistics Tanzania, 2024). It is important to note that these numbers exclude any illegal activities involving children, like child trafficking, commercial sexual exploitation, and child slavery.

Why are these children working?

The main cause leading to child labour in Tanzania is poverty. As of 2022, half of Tanzania’s population – 26 million people – lived in extreme poverty (Cowling, 2024). Thus these families rely heavily on child labour to meet the financial needs of their home.

Poor families in rural areas dependent on farming for their livelihood cannot afford to buy machinery or hire help to assist with farming. Hence, children from these families take on a big part of the responsibilities that come with farming. This kind of child labour falls under the category of unpaid family work. Most of these children are exposed to harsh climates while working on farms and work gruellingly long hours.

In addition to carrying out unpaid family work to help with finances, these children simply cannot afford to go to school. Many children from such backgrounds, particularly those living in rural areas, also need schools within safe distance of their homes. With no access to public transport and the inability to afford private transport, children who go to school must walk long distances to do so. Therefore, many children in these cases end up dropping out of school, unable to keep up with the work at home as well as studies.

Unpaid family work: tobacco farms

Child labour itself is not the only problem faced by Tanzanian children, their safety and well-being in performing hazardous work for low to no pay is also a critical matter. A good example of this is child labour in tobacco-growing communities. This work takes the form of unpaid family work.

Children working in this industry perform a wide range of duties from field preparation to construction of barns, packaging, and cutting firewood. Working in open tobacco fields exposes these children to extreme weather conditions: scorching heat from the sun. On top of that, children spend hours working in unsanitary and unventilated sheds used to manage and store tobacco. All of this work involves handling tobacco and toxic fertilizers without any protective gear, having detrimental effects on the health of these developing children. There is also limited access to first aid kits in cases of injury while working on the farm.

In 2016, ILO and ARISE conducted an assessment on children working in hazardous conditions and its impact on their health. During the research, it was found that half of the children interviewed for the study were working 5-8 hours a day, while one-third were working more than 8 hours a day – exceeding the standard working limit for adults – in dangerous conditions. Hence, in addition to the health risks associated with working in tobacco fields without protection, these children also suffer from extreme exhaustion due to the long hours and the physical demands that such work requires.

Child domestic workers

Another type of child labour common in Tanzania is in the form of child domestic workers. According to Anti-slavery International (2024), around 3% of the urban homes in Tanzania have child domestic workers. Almost a third of these child workers are between the ages of 10 to 14 and most of them (more than 80%) are girls (Anti-slavery International, 2024).

Tanzanian children end up in domestic servitude in two main ways: 1) Girls who run away from their families escaping domestic violence or forced marriages – a common practice in rural Tanzania where daughters are married off at a very young age for ‘the bride price’ to reduce the financial burden on the family, 2) Girls who are sent to cities to work as domestic workers by their families as an alternative to child marriage.

This kind of child labour comes with its risks. Unfortunately, many child domestic workers suffer physical and sexual abuse at the hands of their employers. Parents who send their kids to cities for this kind of work are often unaware of the abuse and exploitation faced by the children at the hands of their employers. These child domestic workers find themselves in extremely vulnerable positions and under the complete control of their employers as most of them do not have any formal work contract (only about 0.5 % of them have formal contracts), little to no pay for working up to 60+ hours a week, and no access to proper schooling (Anti-slavery International, 2024). With no financial independence and isolation from family, these children have no means of escaping the abuse they suffer at the hands of their employers. According to Anti-slavery International (2017), 40% of children working as domestic workers suffered physical abuse, 17% experienced sexual abuse, and more than 60% were illiterate.

Education and child labour

Child labour has a direct impact on children’s early education and a long-term impact on decent employment in adulthood. According to the International Labour Organisation (2018), most of the children engaged in child labour (nearly 95%) work in agriculture and almost all agricultural labour (92.5%) is unpaid family work. This type of work entails long hours, leaving no time for studies, hobbies, and activities with friends. Hence, Tanzanian children in child labour have a much higher school dropout rate than children who are not working. These working children, even if enrolled in school, are at a disadvantage in maintaining their studies and grades than children who are not in child labour.

Furthermore, 8% of Tanzanian children within the compulsory schooling age (7-13 years) are not enrolled in school (International Labour Organisation, 2018). 40% of these children have either never been to school or have dropped out of school due to several reasons such as the distance of the school from home, and the cost of attending school (International Labour Organisation, 2018). Some of these children are not interested in attending school, while some of them are looking for work, others cannot go to school due to family responsibilities such as caring for sick family members or children.

Thus Tanzania’s child labour has a detrimental impact on its children’s early education and development, creating adults with little to no basic skills needed to secure decent employment, therefore creating an endless cycle of poverty and child labour.

References

Cover Image “Helping Hands” by USAID/Tanzania via Flickr

Nepal: Discrimination in the Educational System

Written by Iasmina-Măriuca Stoian

Nepal, also known as the Federal Democratic Republic of Nepal, is situated in the southern part of the Himalayas.  It is famous for its breathtaking mountainous landscapes, diverse population, and rich cultural and spiritual heritage. However, behind this picturesque panorama lies a more stressful landscape full of millions of children facing a serious and persistent issue, spread all over the country. An issue which has been affecting the country’s prosperity and aspiration for socio-economic development.

Inclusion and access to education are two fundamental rights enshrined in the Universal Declaration of Human Rights (UDHR), specifically in Article 26. Furthermore, the education given must be provided without discrimination, as it is linked to another fundamental right, freedom from discrimination, as stated in Article 7.

However, the discrimination in the educational system in Nepal seems to have numerous causes, from political conflicts, that cause disruptions and displacements of entire families, to socio-economic backgrounds, that include poverty, inadequate infrastructure, and others. This article aims to explain the fragile connection between the causes and the results, namely the types of discrimination that exist in the educational system in Nepal. It will further present some of the solutions for those issues and the government’s perspective for the future, according to the School Education Sector Plan (2022)

Origin-based discrimination

While the term “Dalit” does not have an official definition, it can be understood from the Nepalese context as “untouchables” persons or as a minority caste group that is (especially) educationally disadvantaged. In Nepal, Dalits experience a poverty rate of 42%, compared to the national average of 25.2% (International Dalit Solidarity Network, 2021). While poverty is not a direct cause for educational exclusion for Dalit groups, it is one of the factors that lowers this group on the caste hierarchy

Despite the adoption of the Caste-based Discrimination and Untouchability (Crime and Punishment) Act in 2011, cast-based violence and discrimination towards Dalit people are still a reality. In the educational system, there is a discrepancy between what is taught in classrooms and what is effectively happening. While teachers are not always showing direct discrimination, some cases show the tendency to avoid staying, drinking or eating near them, a sort of ‘hidden’ or ‘silent’ discrimination. Caste-based discrimination is therefore one of the reasons why Dalit students are falling behind in education, whether it is related to the accessibility to education or discriminatory behaviour from other students or teachers. On a further basis, this discrimination can lead to other issues, such as the higher risk of child labour compared to other children.

Gender biases

In Nepal, Dalit female students experience double discrimination, as they are both females and part of Dalit culture. According to a survey from 2020 (World Economic Forum, 2020), Nepal is ranked as the 101st out of 153 countries on the Gender Gap Index. The statistics reflect gender-based discrimination on enrolment rates, dropout rates and academic performance rates. What is interesting is that, like origin-based discrimination, gender biases are interconnected with educational exclusion, influenced by social, cultural, and economic factors.

In the socio-cultural context, there is a tendency towards a patriarchal system of social relations, where male students experience less discrimination than female ones, and girls are under the burden of housework. Even the educational system promotes gender inequality, by providing textbooks and other materials that lack female representation or are mostly presented as passive characters. In contrast, male characters are represented as the main source of knowledge and wisdom.

Disability inequity

This issue has an underlying bigger issue, at the national level. It was reported that the current national disability classification system is very restrictive and does not meet international standards. Moreover, it lacks proper collection of data regarding persons with disabilities both inside and outside the school children. In the end, more and more children not only lack proper access to education, but they are also victims of discrimination, abuse and other injustices, but nothing has changed. Only about 50% of schools in Nepal are providing remote teaching and learning support for students with disabilities (Sherpa et al., 2020). This number increased especially after the pandemic. However, not only the quantity is important, but the quality of education given also plays a crucial role.

Despite the progress in policy and the adoption of new policies to promote disability rights, such as the Disability Rights Act and an Inclusive Education Policy for Persons with Disabilities in 2017, children are still offered poor education and are facing discrimination. Segregation from other children from other classrooms is one form of discrimination, as children with any kind of disabilities are divided from the other students, despite some children’s wish to learn in the same classrooms as normal people, according to some interviews conducted by Human Rights Watch. In the end, the lack of trained teachers, lack of reasonable accommodations, physical accessibility and segregation are some of the obstacles that are a constant burden on the backs of children with disabilities in Nepal.

Language barriers

This issue is closely linked to the discrimination between indigenous children in schools. Nepal, apart from its  diverse culture, is also one of the most linguistically diverse countries in the world, having 123 spoken languages and ethnic groups, according to the Census Report from 2011. Moreover, 36% of the total number of children in Nepal are indigenous. However, children from minority language backgrounds or who have limited proficiency in Nepali, also have limited access to education, while some children have access to education in their native language. As a result, the lack of educational materials combined with the lack of trained teachers in different languages heavily affects the education process of students who are indigenous or from minorities, leading to low academic performances, illiteracy, and high dropout rates.

Future Perspectives and solutions

To mitigate those issues, the Government took steps to improve the educational system and lower the discrimination rate. Most of them are outlined in the School Education Sector Plan, drafted by the Ministry of Education, Science and Technology.

Among the proposed solutions, the ministry highlighted the need to adopt an inclusive curriculum in schools that ensures equity (especially) for students that come from marginalized groups, such as the Dalits, and ones with disabilities. The plan also includes making the education system more effective, improving its quality, and including alternative pathways of education to be more accessible. Additionally, there is a recognized need for multilingual education to eradicate language-based discrimination and for more trained teachers and staff, for the purpose of encouraging community engagement.

Some policies drafted by UNICEF also recognize the need for collaboration between international organizations and the government, to make sure children’s rights are protected and help with implementing more protective programs.

Lastly, it is important to monitor and closely look at the progress, in the hope that is ensured the effectiveness of the policies and accountability in the battle to eliminate discrimination in the educational sector.

Reflections and summary

Reflecting on the multi-layered issues that affect the educational system in Nepal, discrimination is a main barrier to equitable education, whether it is based on origin, gender, disability or language. Despite the government’s efforts to tackle this issue, the problem persists. The mixture of the social, economic and cultural factors reflects the complexity of the issue. Looking into the future,  there is a need for a collective effort in order to make schools more inclusive, more accessible, and more supportive.

References

  • Nepal: Separate and Unequal Education | Human Rights Watch. (2011, August 24). https://www.hrw.org/news/2011/08/24/nepal-separate-and-unequal-education
  • How the Nepali education system furthers gender inequality—The Record. (n.d.). https://www.recordnepal.com/how-the-nepali-education-system-further-gender-inequality
  • International Labour Organization. (September 2023) Executive summary. Issue paper on child labour and education exclusion among indigenous children. https://www.ilo.org/wcmsp5/groups/public/—ed_norm/—ipec/documents/publication/wcms_894323.pdf
  • UNICEF. (August 2021). Disability-Inclusive Education Practices in Nepal https://www.unicef.org/rosa/media/17006/file/Country%20Profile%20-%20Nepal.pdf
  • Human Rights Watch.(2018).Nepal: Barriers to Inclusive Education. https://www.hrw.org/news/2018/09/13/nepal-barriers-inclusive-education
  • Human Rights Watch. (2021). World Report 2022. https://www.hrw.org/world-report/2022/country-chapters/nepal
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Cover image: Grade 8 student studies at Shree Dharmasthali Lower Secondary School, Pokhara, Nepal. Photo by Jim Holmes for AusAID. via Wikimedia Commons