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

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

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between July 1st and July 15th, 2025 Broken Chalk aims with this letter to increase public awareness of educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.

You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition.

July-1st-till-July-15th-2025-1

Broken Chalk Platform, in March 2019, was founded by a group of educators abroad who experienced and have been experiencing severe human rights violations in Turkey and had to ask for asylum in several countries.

These education volunteers also suffered greatly and started their new lives in their new countries without human rights violations. They gained respect just because they were considered human beings in those countries. However, they left one part of their minds and hearts in their homeland. They assigned themselves a new duty, and the human rights violations they left behind had to be announced to the World. A group of education volunteers who came together for this purpose started their activities under the Broken Chalk platform’s umbrella. However, the Broken Chalk platform was not enough to serve their aims. Therefore, they completed their official establishment as a Human Rights Foundation in October 2020.

Broken Chalk is now much more than a platform, and we have reviewed and enlarged our vision and mission within this framework. Violations of rights would be the first in our agenda in the field of Education all over the World. At the point we reached today, Broken Chalk opened its door to all individuals from all across the globe, from all professions, and to all individuals who say or can say ‘I also want to stand against violations of human rights in Education for our future and whole humanity, where our generations grow up together.’

Education is essential because it can help us eliminate the evils from society, introduce, and increase the good. We want to draw the public’s and stakeholders’ attention to the fact that Education is in danger in several different parts of the World. The attacks are wide-reaching, from the bombing of schools to the murder of students and teachers. Raping and sexual violence, arbitrary arrests, and forced recruitment also occurred, instigated by armed groups. Attacks on Education harm the students and teachers but also affect the communities in the short and long term.

We invite all individuals who want to stop human rights violations in Education to become Volunteers at Broken Chalk.

 

Education Monitor: Around The Globe between June 16th and 30th, 2025 Edition

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

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between June 16th and 30th, 2025 Broken Chalk aims with this letter to increase public awareness of educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.

You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition.

June-16th-till-June-30th-2025-2

Broken Chalk Platform, in March 2019, was founded by a group of educators abroad who experienced and have been experiencing severe human rights violations in Turkey and had to ask for asylum in several countries.

These education volunteers also suffered greatly and started their new lives in their new countries without human rights violations. They gained respect just because they were considered human beings in those countries. However, they left one part of their minds and hearts in their homeland. They assigned themselves a new duty, and the human rights violations they left behind had to be announced to the World. A group of education volunteers who came together for this purpose started their activities under the Broken Chalk platform’s umbrella. However, the Broken Chalk platform was not enough to serve their aims. Therefore, they completed their official establishment as a Human Rights Foundation in October 2020.

Broken Chalk is now much more than a platform, and we have reviewed and enlarged our vision and mission within this framework. Violations of rights would be the first in our agenda in the field of Education all over the World. At the point we reached today, Broken Chalk opened its door to all individuals from all across the globe, from all professions, and to all individuals who say or can say ‘I also want to stand against violations of human rights in Education for our future and whole humanity, where our generations grow up together.’

Education is essential because it can help us eliminate the evils from society, introduce, and increase the good. We want to draw the public’s and stakeholders’ attention to the fact that Education is in danger in several different parts of the World. The attacks are wide-reaching, from the bombing of schools to the murder of students and teachers. Raping and sexual violence, arbitrary arrests, and forced recruitment also occurred, instigated by armed groups. Attacks on Education harm the students and teachers but also affect the communities in the short and long term.

We invite all individuals who want to stop human rights violations in Education to become Volunteers at Broken Chalk.

 

Australia’s Struggle with Underachievement: A Socio-Cultural Dilemma

Australia’s Struggle with Underachievement: A Socio-Cultural Dilemma
Written by Alessio Manto

Introduction

 

Australia’s education standards are celebrated as among the best among OECD countries. Regarding international standards, Australian students perform well in the Programme for International Student Assessment (PISA) and achieve above fellow OECD countries. Aspects that are highly rewarded are the country’s goals of ‘’high equity’’ and ‘’high equality.’’ [i]

However, recent reports and declarations by the Australian Ministry of Education raise specific concerns about the country’s challenges. The OECD’s Programme of International Students Assessment of 2015 already highlighted that social segregation in Australia is amongst the highest in the world. Australia has the 8th highest social segregation rate out of seventy-one countries and the 4th highest in the OECD. [iii] Factors contributing to these numbers are entrenched in Australia’s unique history. This country faced intense colonial domination that impacted the Aboriginals, the first settlers in the country. Unfortunately, Aboriginals and Torres Strait Islanders (the two Indigenous groups in the country) are victims of high segregation in educational settings, including information and cultural barriers and overall stigma.

Individuals from these groups score remarkably lower than their classmates, with Australia still missing a plan to make them feel included in the educational system. Interestingly, the overall education achievements in Australia are declining, especially in maths and literacy. Research highlights that these poor results are often connected with socio-economic disadvantage and poor mental health. Hence, the next challenge for Australian policymakers is to diminish social inequalities, create screening programs and include the most vulnerable groups in education. These goals must be achieved while keeping in mind the unique Australian landscape, which is characterised by significant differences but at the same time has incredible human and economic resources.

The Challenges in Australian Schools Along Indigenous Lines

 

Challenges and Factors Affecting the Education of Indigenous Groups

Australia is characterised by a unique cultural, geographical, and socioeconomic heritage, which has a decisive impact on the country’s education landscape. For example, Australia’s vast regions in remote areas face challenges in providing education with limited resources and a lack of specialised support.[iv] These regions are vastly inhabited by different Indigenous groups that, according to various research, suffer the most prominent educational challenges in the country and have a significant education gap with non-Indigenous groups.

The National Assessment Program—Literacy of Numeracy (NAPLAN) is an annual assessment for all Australian students in years 3,5,7, and 9. It provides a national report on students’ abilities, with data used to formulate curricula and implement further education policies.[v] According to the 2024 NAPLAN results, persistent inequalities and challenges exist among disadvantaged students. Notable achievement gaps are present between Indigenous and non-indigenous students at the year 9 level, raising the alarm about the effectiveness of current educational strategies.[vi] Looking at the NAPLAN National result of 2024, on average, across all domains, Indigenous groups need additional support in proficiency level; they score less in each skill, including writing, spelling, grammar, punctuation, and numeracy, and their participation rate is substantially lower.[vii]

The factors causing lower outcomes among Indigenous groups are diverse and complex, and have been classified in research by the Australian Council for Educational Research (ACER). These can be classified into five main groups:

  1. Disengagement caused by living in remote areas
  2. Socio-Economic Disadvantages
  3. Informational Barriers
  4. Cultural Barriers
  5. Abuse and Dysfunctional families[viii]

These factors can further be classified as internal (inside the school) and external (outside the school).  Starting with external factors, informational barriers, for example, affect Indigenous groups due to the lower levels of English literacy within their communities, causing challenges in education compared to native speakers.

Living in remote areas is another external factor that challenges educational outcomes; various research has demonstrated that it enhances the risk of school absenteeism, with very remote areas (mainly inhabited by Aborigines) with almost 10 per cent higher absenteeism compared to students living close to urban areas.

Moving to socio-economic disadvantages, the most troubled area pertains to the region of Queensland, which is highly inhabited by Indigenous groups such as Aboriginal and Torres Strait Islanders. In this region, it is evidenced that the indigenous groups face difficulties accessing the costs of schools. ACER highlights the connection between socio-economic disadvantage and increased levels of school absenteeism, significantly higher than in other Australian regions. [ix]

Abuse and dysfunctional families are the last external factors hurdling a satisfactory right to education for Indigenous communities. Research shows that Indigenous children are more likely to experience family violence, mental health issues, overcrowded housing, and juvenile detention; all factors inhibiting successful learning.

 

The Initiatives of the Australian Government

In 2023, Australia’s Federal Minister of Education, Mr Jason Clare, affirmed that the Indigenous community is three times more likely to fall behind at school.[xi] In light of this declaration, the government of Australia, in the latest review of the National School Reform Agreement (a governmental report examining the efficacy of national educational policies), expressed the necessity to satisfy the learning needs and academic aspirations of students coming from unique backgrounds.

In the report, the Indigenous Education Consultative Meeting expressed the necessity to reshape the cultural labelling of Indigenous students as disadvantaged, since it further creates low expectations of students’ abilities and stigma. The Consultative Group expresses that even if Aboriginal and Torres Strait Islanders face various complex circumstances; they are not inherently disadvantaged by being Indigenous.

To adjust the educational expectations of such groups to their learning needs and aspirations, the government of Australia suggests adopting a person-centred approach, focusing on the quality of the individual rather than the specific group background. Other strategies to integrate Indigenous groups involve creating culturally responsive curricula to increase inclusion engagement and mutual respect between different groups. [xii]

In addition, since 2021, the government has created a system to provide study grants based on the number of undergraduate students coming from low socio-economic backgrounds and Indigenous students. Providers will then use these funds for specific activities tailored to students’ needs. [xiii]

The Challenge of ‘’Underachieving’’ Students

 

Recent reports indicate that issues related to poor academic performance in Australian schools are a widespread problem, which does not only affect Indigenous groups. [xiv] Throughout 2023 and 2024, about one in three school students fell short of minimum literacy expectations. According to the latest OECD Programme for International Student Assessment, a significant gap persists between advantaged and disadvantaged students. Sixty percent of disadvantaged students are not proficient, compared to twenty-five percent of their advantaged peers. [xv]

OECD believes that after 10 or more years of school, these students lack the reading skills to participate adequately in the workforce and be productive citizens. The worst data is in mathematics, where around 57000 Australian 15-year-olds fail to achieve international baseline levels. With such results, these students will lack sufficient mathematical knowledge to have an adequate life beyond school. [xvi]

As the Australian Council for Research (ACER) correctly points out, trajectories of low achievement often begin before school. Differences observed by year three often persist and widen in later educational stages, leading to lower cognitive, language, social, physical, and emotional development in subsequent years. This suggests that some children may need tailored support due to developmental delays and special needs, which are often linked to a disadvantaged socio-economic background. [xvii]

The Programme for International Student Assessment (PISA), conducted by the OECD, confirms the correlation between low school performance and disadvantaged backgrounds. This programme assesses the knowledge and skills of 15-year-olds in mathematics, reading, and science. The PISA index of economic, social, and cultural status shows that socio-economically advantaged students outperformed disadvantaged students by 25%, with 101 score points in mathematics, slightly above the OECD average (93). [xviii]

The Australian government’s policy response to the challenge of underachievement in schools has been to set higher standards and hold students and teachers accountable. The curricula have been expanded with specific standards students must meet, with an E to an A grading system. However, this strategy seems to be fallacious as it does not tackle the factors causing students to perform poorly. The only new expectation posed by the government is having stringent arrangements. However, such measures are not likely to solve pre-existing issues, requiring new policy strategies. [xix]

Addressing the Challenges in Australian Education

 

Education Strategies and Policy Plans for Indigenous Groups

When discussing Indigenous groups, several educational challenges have been identified.  Two central issues are disengagement and socio-economic disadvantages, along with informational and cultural barriers and higher rates of family abuse. Australia needs to consider developing new measures to address these specific challenges.

For instance, allocating funds for remote schools is crucial to ensure Indigenous students have access to education. The high absenteeism rates also call for partnerships with schools to track absenteeism in real time and incentivize school participation through student rewards.

Moreover, Indigenous communities’ involvement in education must include their active participation in policymaking. This means including new members with Indigenous backgrounds and specific knowledge on tackling informational and cultural barriers in the Education Advisory Board. Class activities should be interactive, allowing Indigenous individuals to share their values and educational strengths within the group rather than forcing them to adapt to an unfamiliar context.

To facilitate this, the government needs to create study programs tailored for Indigenous students, enabling them to learn their language in a more natural setting.

 

  1. Education and Policy Plans for Underachieving Students

 

 

The Australian government’s answer to this challenge is to develop new curricula to improve student achievements and overall education standards. However, Broken Chalk finds it crucial to tackle premature trajectories of low achievement. These may depend on a variety of factors, including socioeconomic disadvantages and mental health issues. Consequently, Broken Chalk deems it necessary to implement early screening interventions in Australia to discover any developmental delays in preschool-aged children.

Furthermore, to tackle the existing math and literacy challenges, Broken Chalk suggests launching a program offering supplemental math and literacy classes in the schools requiring the most support. To diminish the socio-economic disparities that, as discussed, represent one of the leading factors in education gaps, the government can develop policies to reduce inequalities, such as giving free school meals and transportation and motivating students with new extracurricular learning.

 

Conclusion and Recommendations

 

The overall image of Australian education is encouraging, with a firm structure, an active government, and economic resources. However, Australia must solve its socio-cultural dilemma to attract new creativity, originality, and identity inputs. Achieving such a goal would make Australia more compliant with its history and authenticity. Looking at Australian resources, this plan can likely be foreseeable shortly, making it one of the most interesting educational destinations.

Broken Chalk proposes some critical recommendations to enhance participation, prevent social issues, and tackle them:

  • Constantly monitor improvements in literacy and numeracy through the NAPLAN and PISA results, with special attention to social and cultural factors.
  • Track socio-economic and geographic disparities based on performances.
  • Assess early development indicators for the most disadvantaged families.
  • Evaluate mental health and engagement through surveys and based on the results, develop local and regional strategies.
  • Create on-campus counselling support for tracking possible abuses that students may face in their family environment.
  • Enhance cultural inclusion by inserting Indigenous history and language in the curricula.
  • Offer mentorship programs to Indigenous students with elders that would strengthen the importance of participation and education.
  • Provide specific courses for teachers and classes on cultural awareness to avoid social segregation in classes.

 

Refences

 

[i] Geoff N. Masters, ‘’Policy Insights: Five Challenges in Australian School Education’’, Australian Council for Educational Research: 2016, 1, https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=policyinsights

[ii] Kate Felton, “Education Minister: Australian education urgently needs practical reform’’, Education Matters, April 20, 2023, accessed 20 January 2025, https://www.educationmattersmag.com.au/education-minister-australian-education-urgently-needs-practical-reform/

[iii] State School Teachers Union of West Australia, ‘’Social Segregation in Australian Schools is Amongst the Highest in the World,’’ accessed 20 January 2025, https://www.sstuwa.org.au/research/social-segregation-australian-schools-amongst-highest-world

[iv] Therese M Cumming, Jennifer L Lolly and Aaron Saint-James, ‘’Australia at an educational crossroads: special schools and inclusive education.’’ Front. Educ.: 2024, 1, 10.3389/feduc.2024.1422089

[v] Matrix Blog, ‘’What Does My Child’s NAPLAN Report Mean?’’, Matrix Education, accessed 20 January 2025, https://www.matrix.edu.au/what-does-my-childs-naplan-report-mean/#:~:text=NAPLAN%20is%20used%20to%20provide,%2C%20grammar%2C%20punctuation%20and%20numeracy.

[vi] Evrim Ağacı Article

[vii] Australian Curriculum Assessment and Reporting Authority, ‘’ NAPLAN National Results’’, accessed 20 January 2025, https://www.acara.edu.au/reporting/national-report-on-schooling-in-australia/naplan-national-results

[viii] Tony Dreise, Gina Milgate, Bill Perrett and Troy Meston, “ Policy Insights: Indigenous School Attendance: Creating Expectations that are ‘Really High’ and ‘Highly Real’ “, Australian Council for Educational Research:2016, 1.

[ix] Toni Dreise et al. Policy Insights Article

[x] Toni Dreise et al. Policy Insights Article

[xi] Kate Felton Article

[xii] Productivity Commission 2022, ‘’ Review of the National School Reform Agreement: Interim Report”, (Canberra: Australian Government, 2022) 1.

[xiii] OECD(2023), ‘’Education policy outlook in Australia”, OECD Education Policy Perspectives, No.67, OECD Publishing, Paris, https://doi.org/10.1787/ce7a0965-en.

[xiv] Amy Haywood, ‘’ Australia’s Forgotten Education Problem”, Grattan Institute, December 2, 2024, accessed 20 January 2025, https://grattan.edu.au/news/australias-forgotten-education-problem/#:~:text=According%20to%20the%20latest%20OECD,with%2025%20per%20cent%20of; Bianca de Marchi, ‘’ NAPLAN results again show 1 in 3 students don’t meet minimum standards. These kids need more support’’, The Conversation, August 13, 2024, accessed 20 January 2025, https://theconversation.com/naplan-results-again-show-1-in-3-students-dont-meet-minimum-standards-these-kids-need-more-support-236688

[xv] Grattan Institute Article

[xvi] Geoff N Masters Article

[xvii] Geoff N Masters Article

[xviii] OECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/53f23881-en.

[xix]  Geoff N Masters Article

 

 

Learning Under Army Rule: The Militarization of Education in Myanmar

Learning Under Army Rule: The Militarization of Education in Myanmar

Written By: Liina Knirsch

On February 1st, 2021, the military in Myanmar seized political power in a coup, abruptly ending a fragile decade of democratic progress. This coup has severely disrupted the social and political life of the people in Myanmar, leading to many fleeing the country and seeking asylum. For those who remain, engaging in conflict is inevitable. Myanmar has had a longstanding history of insurgency groups which have engaged in fighting against the national army (Maizland, 2022). Following the coup, oppositional parties have formed a shadow government, which has led to the mobilization of many different armed groups across the country. The fighting between these groups and the military junta has been increasing, amounting to a civil war (Maizland, 2022). According to UNHCR (2024), over 3.5 million people are now internally displaced in Myanmar, and many have fled to neighboring Thailand.      Further, the historically vulnerable and repressed Rohingya population are increasingly attempting to cross over into Bangladesh to escape violence and ethnic segregation after they have been caught in the crossfire between the army and the armed Arakan Army (UN News, 2025).

As a result of this civil war, many young people have been brought into this conflict. The military junta has enforced mandatory conscription for all men between the ages of 18-35 and all women between 18-27 (Human Rights Myanmar, 2025). Failure to comply with this rule can be punishable by up to five years in prison. As a result, more young people have fled the country or been driven to join the insurgency.

Historically, young people in Myanmar have been crucial in democratic movements, with schools and universities serving as grounds for discussion and organization against military rule. Consequently, the army views such institutions as a threat to their power, enforcing harsh measures to prevent such movements from forming again. Schools are now being used as sites for control and military recruitment (Human Rights Myanmar, 2025).

Censorship on Education

The military junta has been particularly adamant in its efforts to censor freedom of speech. The organization Freedom House has marked Myanmar with a “not free” status (Freedom House, 2024). Such censorship is also present in the national curriculum. Teachers are forced to exclude sensitive and political topics, such as the ethnic history of the country or education on democracy. Any deviation from the military junta approved subjects serves as grounds for imprisonment. Moreover, schools are now used to glorify the military regime and serve as recruitment grounds for the military (Brown, 2024).

In light of this censorship, many teachers have quit or have started teaching at underground schools. Following the coup, 230.000 teachers went on strike (Dejsupa, 2023). Many have left the capital, Yangon, to teach in rebel-controlled areas. Others have tried to teach alternative curricula online; however, this means having to bypass the extreme censorship placed on the internet. This means that there is a high number of Non-Formal Education (NFE) programs in the country, which can present further challenges when it comes to accreditation especially when moving on to higher education (Voices Team, 2025).  This means many students cannot convert their learning into officially recognized diplomas, sit for national exams, or attend university under the junta if they have received NFE education.

 

Detainment of Teachers and Students

Following the coup, 125.000 teachers in Myanmar were suspended for joining civil disobedience movements, comprising of more than ¼ of the entire teacher workforce.  Over 500 teachers have also been arrested (Human Rights Myanmar, 2025) since the coup, and several have received harsh prison sentences for their alleged involvement in anti-government activities. In 2023, Ei Shwe Sin Myint, who was head teacher at an anti-government school, was sentenced to 20 years in prison under anti-terrorism law (RFA Burmese, 2023).

Students are also facing grave consequences for their involvement in anti-governmental activities. Arrests against young people in Myanmar have been widespread. Sometimes a clear motive is given, such as the possession of textbooks. Other times such arrests are simply aimed at inciting fear (Human Rights Myanmar, 2025).

University student unions have been particularly scrutinized by the military junta. This is significant as student unions have historically played a major role in the struggle for democracy and resistance in the country, having had a prominent role in the 1962 and 1988 anti-military protests (Frontier, 2022). Student unions across universities have been forced to disband and have been replaced by student associations which are believed to be supported by the State Administration Council. Leaders of such unions also believe that the hostility they face today stems from their role in the mass strikes known as the Civil Disobedience Movement. Student Unions boycotted classes which embarrassed the military junta and have continued to result in low university enrollment rates of less than 10 percent today (Frontier, 2022).

Attacks on Schools

Particularly in areas in which the resistance has a strong influence, attacks on the education sector are widespread. On the 12th of May 2025, a military airstrike targeted a school run by the oppositional National Unity Government in the Sagaing region, killing 20 students and two teachers (Peck, 2025). While the military generally denies involvement, such airstrikes are justified by claims that resistance fighters were sheltering in the attacked areas. Attacks against schools are a violation of international law as such institutions are granted special status and protection.  Reports show that over 200 schools have been targeted by military airstrikes since 2021 with 146 being destroyed, 64 people killed, and 106 injured (RFA Burmese, 2024)[1]. This shows that the attacks are deliberate and targeted, reflecting the broader efforts to undermine education in the country.

Conclusion

The military junta’s systematic repression of education in Myanmar highlights how schools and universities are seen not only as centers of learning but also as potential sites of resistance. The efforts of the military junta to undermine the freedom of education are an attempt to control the young generation and rewrite history favorably towards them. Educational institutions are viewed as grounds for undermining dissent and places of active recruitment for the military. Through censorship, arrests, and airstrikes, the military is sending a clear message to young people and educators in the country: that dissent will be punished.

Yet, the resistance within society also demonstrates the resilience of educators and students, who, in the face of repression, are creating alternative education systems to protect the freedom of expression and speech in the country. However, the low school and university enrollment rates also paint a worrying picture about the future of the youth in Myanmar. With many educated young people leaving the country, rebuilding the education sector will become increasingly difficult in a future Myanmar that may struggle with a lasting brain drain and generational learning gaps.

Looking forward, many challenges will persist in the educational sector. However, more needs to be done internationally to exert pressure on the military junta to stop attacks on schools and the censorship of education. Further, initiatives which support Non-Formal Education will continue to be crucial in guaranteeing education for the youth. Organizations such as UNICEF, the World Bank, and the British Council are supporting these programs financially and with educational training. For the long-term future of education in Myanmar, it is pivotal that these alternative systems can endure the pressure they are placed under. Whether the country can eventually transition back to democratic governance is currently unpredictable, but the resistance and endurance of students and educators demonstrate a commitment to a better and more free future.

 

 

 

Bibliography

Brown, Martha. “Higher Education in Myanmar: Coup, Conflict, and Educational Crisis.” In Higher Education in Southeast Asia, edited by L. Pe Symaco, 67–89. Leeds: Emerald Publishing Limited, 2024. https://doi.org/10.1108/S1479-367920240000049006.

Dejsupa, Thanyarat. “Myanmar’s Education System Goes Underground.” NHK WORLD, March 30, 2023. https://www3.nhk.or.jp/nhkworld/en/news/backstories/1939/.

Freedom House. Freedom in the World 2024: Myanmar. 2024. https://freedomhouse.org/country/myanmar/freedom-world/2024.

Frontier. “Inside the Junta’s War on Student Unions.” Frontier Myanmar, May 24, 2022. https://www.frontiermyanmar.net/en/inside-the-juntas-war-on-student-unions/.

Human Rights Myanmar. “2025 Annual Report.” Human Rights Myanmar, 2025. https://humanrightsmyanmar.org/myanmars-militarisation-of-education/

Maizland, Lindsay. “Myanmar’s Troubled History: Coups, Military Rule, and Ethnic Conflict.” Council on Foreign Relations, January 31, 2022. https://www.cfr.org/backgrounder/myanmar-history-coup-military-rule-ethnic-conflict-rohingya.

Peck, Grant. “An Airstrike in Central Myanmar Kills up to 22 People at a Bombed School, Reports Say.” AP News, May 12, 2025. https://apnews.com/article/myanmar-airstrike-school-saigaing-resistance-military-00bcff30abb05c1210514b6adc5c6a7f.

Radio Free Asia Burmese. “Nearly 200 Schools in Myanmar Hit by Junta Air Strikes since Military Coup.” RFA Burmese, November 4, 2024. https://www.rfa.org/english/myanmar/2024/11/04/myanmar-schools-air-strikes/.

Radio Free Asia Burmese. “Teacher Sentenced to 20 Years in Prison under Anti-Terror Law.” RFA Burmese, 2023. https://www.rfa.org/english/news/myanmar/mandalay-teacher-sentenced-07202023035551.html

Reuters. “More than 125,000 Myanmar Teachers Suspended for Opposing Coup.” Reuters, May 23, 2021. https://www.reuters.com/world/asia-pacific/more-than-125000-myanmar-teachers-suspended-opposing-coup-2021-05-23/.

UNHCR. Myanmar Emergency. 2024. https://www.unhcr.org/emergencies/myanmar-emergency.

UN News. “Myanmar on the ‘Path to Self-Destruction’ if Violence Does Not End.” UN News, June 11, 2025. https://news.un.org/en/story/2025/06/1164231.

Voices Team. “Examining NFE in Myanmar: Challenges and Insights.” British Council, 2025. https://www.britishcouncil.org/voices-magazine/research-under-fire-%E2%80%93-finding-out-about-nfe-troubled-myanmar.

 

 

[1] Radio Free Asia Burmese. “Nearly 200 Schools in Myanmar Hit by Junta Air Strikes since Military Coup.” RFA Burmese, November 4, 2024. https://www.rfa.org/english/myanmar/2024/11/04/myanmar-schools-air-strikes/.

Van uitdagingen naar overwinningen: Het onderwijsverhaal van Letland

Van uitdagingen naar overwinningen: Het onderwijsverhaal van Letland

Geschreven door Anastasia Bagration-Gruzinski
Vertaald door Pina Bontius

Onderwijs speelt een cruciale rol in de ontwikkeling en welvaart van elk land. In Letland, een Baltische staat in Noord-Europa met 1,9 miljoen inwoners, bracht het post-Sovjettijdperk kansen voor groei en hervormingen in verschillende sectoren. Echter toen Letland zijn onafhankelijke weg insloeg, stond het voor grote uitdagingen binnen zijn onderwijssysteem. Dit artikel gaat dieper in op de diverse uitdagingen op onderwijsgebied waarmee Letland wordt geconfronteerd en stelt mogelijke oplossingen voor om een betere toekomst voor de jeugd en het land als geheel te waarborgen.

Kwaliteit van het onderwijs

Een van de belangrijkste uitdagingen voor het onderwijssysteem in Letland is de ongelijke kwaliteit van het onderwijs. Hoewel er in de loop der jaren enige verbetering is opgetreden, blijven de gemiddelde prestaties van Letse leerlingen in internationale beoordelingen, zoals het Programme for International Student Assessment (PISA), achter bij het gemiddelde van de Organisatie voor Economische Samenwerking en Ontwikkeling (OESO).

Zo stond Letland in de PISA-evaluaties van 2018 op de 30e plaats van 79 landen op het gebied van wiskunde, natuurwetenschappen en lezen, en op de 21e plaats in de PISA-evaluaties van 2022. Deze trends wijzen op onderliggende problemen op het gebied van lesmethodes, curriculumontwerp, beoordelingspraktijken en leeromgevingen die aandacht en hervorming behoeven. Onvoldoende opleiding voor leraren en beperkte financiering voor het onderwijs dragen bij aan deze uitdaging.

Regionale verschillen

Het onderwijssysteem van Letland vertoont aanzienlijke regionale verschillen in de toegang tot kwaliteitsonderwijs. Plattelandsgebieden en kleine steden, met name Latgale – de armste regio – kampen met ontoereikende onderwijsmiddelen. Dit omvat een tekort aan goed opgeleide leraren, vervallen schoolinfrastructuur, gebrek aan toegang tot technologie, beperkte cursusmogelijkheden en ontoereikende leerfaciliteiten zoals bibliotheken of laboratoria.

Zo hadden scholen op het platteland van Aluksne in 2020 tien leraren per 100 leerlingen, tegenover slechts zes leraren per 100 leerlingen in de stad Riga. Een dergelijke ongelijkheid in kansen op basis van geografische locatie is een ernstig probleem en vereist onmiddellijke beleidsmaatregelen en herverdeling van middelen.

Tekort aan leraren

Net als veel andere landen wereldwijd kampt Letland met een acuut tekort aan gekwalificeerde leraren voor verschillende vakken, wat de uitdagingen op onderwijsgebied nog vergroot. Lage salarissen, beperkte mogelijkheden voor professionele ontwikkeling, hoge werkdruk en stressvolle arbeidsomstandigheden dragen bij aan het gebrek aan nieuwe instroom in het lerarenberoep.

Zo bedroeg het gemiddelde maandsalaris voor leraren in 2019 slechts 930 euro, bijna 25% onder het nationale gemiddelde. Vooral voor vakken als wiskunde, natuurwetenschappen, vreemde talen en beroepsvaardigheden is er een nijpend tekort. De gevolgen van het lerarentekort zijn verstrekkend en hebben een negatieve invloed op de kwaliteit van het onderwijs en de resultaten van leerlingen.

 

Onderwijstaal

De etnisch diverse bevolking van Letland, waaronder een aanzienlijke Russisch sprekende minderheid die meer dan 30 % van de bevolking uitmaakt, vormt een uitdaging voor het beleid inzake onderwijstalen. Het huidige nationale onderwijsbeleid geeft voorrang aan het Lets als primaire onderwijstaal. Dit kan nadelig zijn voor leerlingen met een Russische of andere taalminderheidsachtergrond die moeite hebben met het academisch Lets.

Critici stellen dat deze taalbarrière kan leiden tot lagere onderwijsprestaties en beoordelingen voor leerlingen uit taalminderheden. Het evenwicht tussen het behoud van de nationale taal en de beginselen van gelijkheid en inclusie blijft dan ook een voortdurend dilemma.

Vroegtijdig schoolverlaten

Letland heeft een van de hoogste percentages vroegtijdige schoolverlaters in de Europese Unie, met meer dan 8% van de 18- tot 24-jarigen die in 2020 als vroegtijdige schoolverlaters werden aangemerkt. Deze voortijdige uitstroom uit het onderwijs beperkt de toekomstige kansen van studenten op hoger onderwijs en werkgelegenheid in de huidige kenniseconomie ernstig.

Complexe factoren als armoede, leermoeilijkheden, familieproblemen, handicaps of culturele vooroordelen dragen bij aan vroegtijdig schoolverlaten. Om dit urgente probleem aan te pakken, moeten de veelzijdige onderliggende oorzaken worden geïdentificeerd en aangepakt.

Mogelijke oplossingen voor de uitdagingen op het gebied van onderwijs in Letland:

  1. Lerarenopleiding en professionele ontwikkeling

Investeren in strenge opleidingsprogramma’s voor leraren, zowel voor afgestudeerden als voor leraren in dienst, is cruciaal om de kwaliteit van het onderwijs in Letland te verbeteren. Door leraren ruime mogelijkheden te bieden om moderne pedagogische methoden en vaardigheden op het gebied van onderwijstechnologie, vakkennis en strategieën voor klasmanagement te leren, kan de kwaliteit van hun onderwijs en het leren van leerlingen positief worden beïnvloed.

Stimulansen zoals salarisverhogingen voor professionele ontwikkeling, verminderde werkdruk voor nieuwe leraren en vergoeding van opleidingskosten kunnen voortdurende bijscholing aanmoedigen. Letland moet het beroep van leraar opwaarderen en leraren in staat stellen uitstekend onderwijs te bieden.

  1. Rechtvaardige toewijzing van middelen

Om regionale ongelijkheden te verminderen, moet de Letse regering prioriteit geven aan een rechtvaardige toewijzing van onderwijsmiddelen, waaronder gekwalificeerde leraren, verbetering van de infrastructuur, leertechnologieën en lesmateriaal. Op behoeften gebaseerde financieringsformules kunnen ervoor zorgen dat scholen op het platteland middelen krijgen die aansluiten bij de behoeften van hun leerlingen. Het verbeteren van de faciliteiten en voorzieningen van scholen op het platteland is essentieel om de kloof tussen stad en platteland te overbruggen.

  1. Meertalig onderwijs

Het bevorderen van competentiegericht meertalig onderwijs is essentieel om tegemoet te komen aan de diversiteit van de Letse bevolking. Leerlingen moeten een sterke basis in het Lets opbouwen en tegelijkertijd vaardigheid verwerven in talen als Engels en Russisch om te kunnen gedijen in een geglobaliseerde wereld. Het introduceren van meertalige programma’s, het werven van meertalige leraren en het stimuleren van uitwisselingsprogramma’s kunnen een inclusieve meertalige visie ondersteunen.

  1. Beroepsonderwijs

Letland moet beroepsonderwijs- en opleidingsprogramma’s (MBO) versterken en verbeteren als een haalbaar traject voor leerlingen. Het MBO biedt relevante vaardigheden voor beroepen en carrières zoals techniek, IT, gezondheidszorg, bedrijfsleven, horeca en meer. Werkgericht leren door middel van stages en partnerschappen met het bedrijfsleven kan de inzetbaarheid op de arbeidsmarkt vergroten. Het is van cruciaal belang om beroepsonderwijs te promoten via initiatieven voor loopbaanbegeleiding en de voordelen ervan te benadrukken.

  1. Programma’s voor vroegtijdige interventie

Het implementeren van gerichte programma’s voor vroegtijdige interventie is van cruciaal belang om studenten die het risico lopen om voortijdig te stoppen met school te identificeren en te helpen. Academische, sociale, psychologische en loopbaanbegeleidingsdiensten kunnen studenten die het moeilijk hebben helpen om uitdagingen te overwinnen. Initiatieven zoals beroeps- of alternatieve scholen, online/afstandsonderwijs en aangepaste leerplannen of evaluaties kunnen studenten die het contact met school hebben verloren weer bij het onderwijs betrekken. Een holistisch ondersteuningssysteem kan studenten weer op het juiste spoor brengen.

6. Internationale samenwerking

Internationale samenwerking biedt waardevolle inzichten in wereldwijde successen die als basis kunnen dienen voor onderwijshervormingen in Letland. Deelname aan uitwisselingsprogramma’s, samenwerking met internationale onderwijsexperts en het verkennen van succesvolle initiatieven van goed presterende schoolsystemen wereldwijd kunnen verbeteringen versnellen. De OESO en de EU bieden belangrijke technische begeleiding en netwerkplatforms.

  1. Betrokkenheid van ouders

Scholen moeten de deelname van ouders aan het onderwijs actief stimuleren door middel van frequente communicatie en workshops over het ondersteunen van het leren van kinderen. Door ouders te voorzien van hulpmiddelen als leesondersteuning, disciplinaire technieken en huiswerkstrategieën wordt een positieve leeromgeving thuis bevorderd. Regelmatige ouder-leerkrachtgesprekken en vrijwilligersmogelijkheden kunnen de samenwerking tussen gezin en school versterken en de resultaten van leerlingen verbeteren.

  1. Integratie van technologie

De integratie van digitale technologieën zoals online leerplatforms, interactieve simulaties, onderwijsapps en tools voor het maken van multimedia kan het onderwijs en het leren verbeteren. Dit vereist echter investeringen in infrastructuur, opleiding van leerkrachten, goed ontworpen e-content en gelijke toegang voor alle leerlingen. Door online-elementen te combineren met traditioneel klassikaal onderwijs kan het leren boeiend, collaboratief en afgestemd op diverse behoeften worden gemaakt.

  1. Kwaliteitsborgingstechnieken

Robuuste kwaliteitsborgingskaders zijn essentieel om de prestaties van scholen, de werkwijzen van leerkrachten en de resultaten van leerlingen te monitoren en te evalueren. Gestandaardiseerde beoordelingen, inspecties, enquêtes en prestatiedoelstellingen kunnen helpen bij het identificeren van verbeterpunten. Data-analyse moet als leidraad dienen voor evidence-based hervormingen en de toewijzing van middelen. Het uitwisselen van successen uit het verleden tussen goed presterende en worstelende scholen bevordert ook de groei.

  1. Uitgebreide onderwijshervormingen

Fundamentele hervormingen zijn noodzakelijk om diepgewortelde, systemische uitdagingen aan te pakken. Beleidsinitiatieven kunnen bestaan uit het moderniseren van leerplannen, het verbeteren van de status van leraren, het invoeren van rechtvaardige financieringsstructuren, het verbeteren van beroepsonderwijs en het creëren van inclusief taalbeleid. Een langetermijnplan voor gefaseerde hervormingen met duidelijke doelstellingen en monitoringsystemen kan impactvolle veranderingen teweegbrengen.

  1. Verhoging van de overheidsinvesteringen

Voldoende overheidsmiddelen zijn van cruciaal belang om impactvolle hervormingen door te voeren, de infrastructuur te verbeteren, leerkrachten te ondersteunen en de algehele kwaliteit te verbeteren. De financiering van het onderwijs in Letland blijft onder het EU-gemiddelde. Beleidsmakers moeten onderwijs tot een topprioriteit maken in de jaarlijkse begrotingen. Aanvullende steun van ouders, gemeenschappen en de particuliere sector kan cohesie en samenwerking creëren.

Concluderend kunnen we stellen dat de belangrijkste uitdagingen voor het onderwijs in Letland bestaan uit ongelijke kwaliteit, regionale verschillen, een tekort aan leraren, taalbarrières en een hoog percentage voortijdige schoolverlaters. Om deze uitdagingen aan te pakken is een multidimensionale aanpak nodig, met onder meer lerarenontwikkeling, een rechtvaardige toewijzing van middelen, meertalig onderwijs, beroepsopleiding, preventieve maatregelen, digitale adoptie, kaders voor kwaliteitsborging, overheidsinvesteringen en internationale samenwerking. Investeren in dergelijke oplossingen kan de Letse jeugd in staat stellen om uit te blinken op academisch en professioneel vlak en tegelijkertijd inclusieve groei bevorderen. Onderwijs vormt de basis voor de vooruitgang, het concurrentievermogen en de welvaart van Letland in de mondiale economie van de 21e eeuw. Met uitgebreide hervormingen en gezamenlijke inspanningen van alle belanghebbenden kan Letland de uitdagingen op het gebied van het onderwijssysteem omzetten in successen.

Een speciale vermelding gaat naar mijn dierbare vriendin Ana Mamaladze, wier waardevolle inzichten en discussies de diepgang van mijn onderzoek aanzienlijk hebben vergroot.

 

 

 

 

Barriers to education for girls and children with disabilities in Somalia

Barriers to education for girls and children with disabilities in Somalia

Barriers to education for girls and children with disabilities in Somalia

Written by Pina Bontius

Introduction

Somalia has a variety of issues among its education sector, one of which is equality of education. While enrollment rates and expected time in school are low in general, they more negatively affect vulnerable social groups (GPE Secretariat, 2024). Two significant vulnerable groups in Somalia which face this problem are children with disabilities and girls; this article will report which barriers those two groups face in terms of education, and what the impact of such barriers is on the quality of education they receive.

 

Barriers for children with disabilities

 

Children with disabilities face many challenges in education. There is social stigma around the issue of disability, which disincentivizes parents from identifying their child as disabled in the first place, along with a lack of access to healthcare which would detect disabilities. Therefore, the real proportion of children with disabilities is unknown, which makes it harder to detect the issue and find solutions (UNESCO, 2022). However, existing data shows that disability is a significant barrier to education for Somali children. One issue is negative community attitudes (UNICEF, 2022, p. 80). One fourth of parents included in a 2022 study reported that negative attitudes of teachers and other members of the community were the primary reason for not enrolling their disabled child in school (UNESCO, 2022, p. 80). Social discrimination against disabled students is prevalent; for example, 92% of girls with disabilities reported that they have experienced discrimination at school, which makes it an unsafe and uncomfortable learning environment (UNESCO, 2022, p. 80). Moreover, parents themselves have expressed the view that due to such stigma, people with disabilities will be unable to find employment even after fully completing their education; therefore, there is less incentive to send such children to school, as it would not increase the chances of employment (UNESCO, 2022, p. 80).

 

A second important issue regarding disability is a lack of accessible infrastructure and aids. Due to widespread poverty in the country, families are often unable to provide such learning aids by themselves, and the schools are not equipped with the materials to compensate for that. For instance, according to a SISEND study in 2022, no schools offered audio books or books in braille for visually impaired students, which is significant because visual impairment is the second most prevalent form of disability among Somali students (UNESCO, 2022, p. 80). Additionally, the water, sanitation and hygiene facilities are not equally accessible to disabled students and to able-bodied students. 69% of schools in 2022 lacked physically accessible toilet facilities, and 62% lacked access to clean drinking water; this may disincentivize students with disabilities and create an uncomfortable unhygienic learning environment (UNESCO, 2022, p.80). There are several programs, such as one supported by the Global Partnership for Education, which aim to empower children with disabilities by providing assisting devices such as hearing aids or magnifiers; however, the supply is still too low, and students have to share these resources among themselves (Global Partnership for Education, 2024a).

 

In 2020, Somalia had 5 schools for students with special needs, but these still face significant issues, such as lack of accessibility for students with disabilities who do not live near such schools, and a lack of teacher training which would specialize in the needs of disabled students, as well as a standardized teacher training curriculum (UNESCO, 2022, p. 76). Additionally, these schools focus on a specific form of disability, usually the more prevalent ones such as hearing and visual impairment, which means that students with other disabilities are excluded (UNESCO, p. 76).

 

Barriers for girls

 

Girls in Somalia have less effective access to education than boys. According to UNESCO (2022, p. 74) boys’ education is prioritized due to reasons such as financial struggle, societal norms, safety concerns and early marriage, hence girls are 1.35 times more likely to not be enrolled in school than boys. This creates a gender gap in education, affording boys more opportunities from the start. Even among the girls who do attend school, they tend to drop out earlier and have a shorter educational experience. On average, the expected duration of girls’ education is 1.48 years, compared to the boys, for which the average expected time spent in school is 1.95 years (UNESCO, 2022, p. 20). This effectively means that boys spend 30% more time in school than girls, widening the gender gap in education and therefore future employment opportunities (UNESCO, 2022, p. 83). The gap is even more pronounced when considering the fact that boys enter school earlier than girls on average; 50% of boys enter school at the age of 6, which is the official school-entry age, while only 44% of the girls enroll at the same age (UNESCO, 2022, p. 84). Additionally, their access to education peaks at age 11, while for girls, it is at age 12; this means that boys both have a temporal advantage, and get more opportunities for education earlier on, with a 6% higher effective access to education than girls (UNESCO, 2022, p. 84). This disparity can also be observed in learning outcomes; for instance, girls are at a disadvantage to the boys in every grade, and men in Somalia have almost twice the literacy rate of women, with 49.7% of men being literate, compared to only 25.8% of women (Cline, 2018).

 

The reasons for such a gender gap need to be understood and addressed to solve the issue. The most prevalent factors are social gender expectations, early marriage, low access to WASH facilities and a lack of female teachers. Social expectations dictate that girls should stay at home and help with housework and childcare, as opposed to learning in school (Cline, 2018). Especially with the high rates of poverty in Somalia, families might not be able to afford school fees for all the children, and will prioritize the education of their sons over the daughters due to such gender expectations (Horn Observer, 2025). Connected with this is the issue of early marriage and early pregnancy (Global Partnership for Education, 2024b). According to UNICEF, data from 2022 shows that 17% of women between the ages of 20-24 were married before the age of 15, and 35% under the age of 18 (UNICEF, 2022, p. 68). Child marriage is a significant factor in girls’ school drop-out rates (Ali Mohamud, 2020). It negatively impacts girls’ education by compelling them to drop out of school and perform household or childcare duties; specifically in Africa, each year of child marriage reduces the girls’ likelihood of literacy by 5.6%, and reduces the likelihood of them completing secondary school by 6.5% (Wodon et al., 2017, p. 55). The effect between early marriage and education is bidirectional; early marriage reduces the probability of school attendance, while increasing education reduced the probability of child marriage (Wodon et al., 2017. pp. 55-58). Therefore, increasing education through means such as abolishing school fees, improving teacher quality and curriculum, and direct cash transfers, might reduce the rates of child marriage, which in return increases the girls’ chances to complete their education (Wodon et al., 2017, p. 58). Conversely, cracking down on early marriage allows girls to stay in school longer, which in turn decreases child marriage rates.

 

Other reasons for a gender gap in education in Somalia include a low access to WASH (water, sanitation and hygiene) facilities, as well as a low share of female teachers. Over 25% of schools in Somalia do not have sanitary toilet facilities, and 15% do not have access to clean water (UNESCO, 2022, pp. 140-141). Access to water, sanitation and hygiene facilities is incredibly important for young girls’ menstrual hygiene management. If faced with a lack of such facilities, girls cannot manage their menstrual cycle at school, and have to stay at home during that period; this causes them to miss school and fall behind the boys who do not face such setbacks; an issue which has been emphasized by some international organizations (Global Partnership for Education, 2024b). Secondly, over 80% of teachers in Somalia are male, which is likely a consequence of the gender gap in education itself; in secondary schools, female teachers make up only 3% of the teaching staff (UNESCO, 2022, p. 124). This can be problematic both due to safety concerns, and a lack of role models for girls in education; they might be less motivated to continue education if they cannot see themselves represented in such roles and feel understood in the classroom. Additionally, the UNESCO (2022) study showed a pressing need for Somali teachers to undergo training for inclusiveness and gender responsiveness, as to motivate young girls in school and provide them with the proper and inclusive learning environment.

 

Conclusion

Though there are programs and initiatives to increase equality of education in Somalia, vulnerable groups such as disabled children and girls still face unique challenges preventing them from attending school or receiving quality education. One part of the issue can be addressed through improving infrastructure in terms of accessibility for disabled students and in terms of volume of WASH facilities for girls, while a bigger challenge will be addressing the normative and societal barriers which disincentivize such vulnerable groups from attending school. Negative social attitudes, discrimination, and social gender expectations are among the most significant factors which prevent effective access to education; though addressing them is difficult, it is also necessary to ensure all children in Somalia get a fair chance at obtaining quality education.

 

 

Bibliography

 

Ali Mohamud, B. (2020). To end child marriage, Somali mindsets must change. World Bank Blogs. https://blogs.worldbank.org/en/youth-transforming-africa/end-child-marriage-somali-mindsets-must-change

Empowering children with disabilities through inclusive education in Somalia. (2024a). Global Partnership for Education. https://www.globalpartnership.org/blog/empowering-children-disabilities-through-inclusive-education-somalia

 

Gedo: Progress and Challenges in Girls’ Education in Somalia. (2025). [Horn Observer]. Hornobserver.Com. http://hornobserver.com/articles/3110/Gedo-Progress-and-Challenges-in-Girls-Education-in-Somalia

 

GPE Secretariat. (2024). Transforming education in Somalia. Global Partnership for Education. https://www.globalpartnership.org/blog/transforming-education-somalia

 

Somalia: Despite challenges, education paves the way for a promising future. (2024b). Global Partnership for Education. https://www.globalpartnership.org/results/country-journeys/somalia-despite-challenges-education-paves-way-promising-future

 

UNESCO. (2022). Education sector analysis: Federal Government of Somalia: Assessing opportunities for rebuilding the country through education (p. 214). https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000380838&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_b28ce78f-c68a-4aad-8f07-076b2f4df1df%3F_%3D380838eng.pdf&updateUrl=updateUrl7986&ark=/ark:/48223/pf0000380838/PDF/380838eng.pdf.multi&fullScreen=true&locale=en#p30

 

Wodon, Q., Savadogo, A., Yedan, A., Edmeades, J., Kes, A., John, N., Murithi, L., Steinhaus, M., & Petroni, S. (2017). Economic Impacts of Child Marriage: Global Synthesis Report.

Estonia’s Teacher Shortages: A Threat to Educational Excellence

Estonia’s Teacher Shortages: A Threat to Educational Excellence

Estonia’s Teacher Shortages: A Threat to Educational Excellence

Photo by Christina Morillo from www.pexels.com

Written by Siti Hajar Auliannisa

Introduction

 

Estonia has a rich history dating back to the 13th century, and it has adopted innovative approaches that prioritize equal access to high-quality education. The comprehensive system provides free education at all levels and gives schools more autonomy by allowing them to tailor curricula, teaching methods, and administrative decisions.

 

Education in Estonia is legally free, unless parents choose to send their children to private schools. Early childhood education, basic education, upper secondary education, and higher education are the four levels of education. The structure of the education system allows everyone to progress from one level of education to the next. Furthermore, the Estonian education system is decentralized, with clear divisions of responsibility between the state, local government, and schools. The language of instruction is mainly Estonian, but other languages may be used as stipulated in the legislation.

 

According to the PISA 2022 educational survey, Estonian 15-year-olds have the absolute best knowledge and skills in Europe and are among the top eight in the world. Among Estonia is ranked first-2nd in mathematics with Switzerland, first in science, and first-2nd in reading with Ireland.

 

According to PISA, Estonian headmasters and teachers enjoy significant autonomy, ranking the country first among nations for the freedom educators have in designing school curricula and contributing to management decisions.

 

However, despite the international acclaim for Estonia’s education system, the growing shortage of qualified teachers stands out as a major concern. This issue, highlighted by the survey, is a critical challenge the nation is working to address in the coming years to preserve its educational excellence.

 

The Scope of the Problem

 

For over a decade, state statistics and international comparisons have highlighted a troubling trend in Estonia’s teaching workforce, with conditions deteriorating each year. The average age of Estonian teachers is approximately 50, and the proportion of educators aged over 60 has risen from 17% to 24% between 2015 and 2023 (Haridussilm, 2024; OECD, 2020). Meanwhile, the percentage of qualified teachers—those with a teaching certificate and a master’s degree or equivalent—dropped from 87% to 81% in general education schools from 2017 to 2022 (Ministry of Education and Research, 2022).

 

Additionally, the latest TALIS report (OECD, 2020) shows that 41% of teachers under 35 in Estonia are considering leaving the profession within the next five years, the highest percentage among all TALIS countries. The COVID-19 pandemic exacerbated the situation, with nearly a third more teachers leaving their roles in the 2021-2022 academic year compared to two years prior (Arenguseire Keskus, 2023). These challenges pose a significant threat to the stability of Estonia’s education system.

 

Underlying Causes of Teacher Shortages

 

Economic Factors

 

The teaching profession’s social status, encompassing low salaries and limited societal recognition, serves as a significant deterrent. Across many countries, teachers earn less than professionals with similar qualifications. In Estonia, the average teacher’s salary equates to 92% of the national average salary for specialists with higher education. In 2023, lower secondary teachers earned an average of USD 37,506, which is 24% higher than the starting salary. However, this remains uncompetitive compared to earnings in other fields, making it difficult to retain teachers in the profession.

 

While salary is not the primary reason individuals pursue teaching, inadequate pay can drive even highly motivated teachers and aspiring educators to leave the field.

 

Social Perceptions

 

The position and perception of teachers in Estonia present a paradox: despite producing some of the world’s best educational outcomes, a significant number of teachers report dissatisfaction with their jobs and the level of societal appreciation. Many teachers perceive their own efficacy as low and view societal attitudes toward the teaching profession as overly critical. Consequently, teaching is not a highly attractive career choice for upper secondary school graduates, leading to a workforce that is increasingly feminized and ageing.

 

Research has also highlighted various personal factors influencing teacher retention. While the impact of gender is mixed, younger and less experienced teachers are more likely to leave the profession. Many young professionals are opting for higher-paying, more flexible career paths outside of teaching. Conversely, teachers with traditional educational qualifications tend to stay in the field longer compared to those who enter through alternative certification programs.

 

Workload and Burnout

 

Teacher retention is heavily influenced by well-being and health, with burnout playing a significant role. For those who choose to stay in the profession, the workload can be overwhelming. Estonian teachers juggle extensive administrative duties alongside the challenges of inclusive education and managing diverse classrooms. Additionally, the national curriculum, often criticized for being excessively demanding, exacerbates their workload, leaving limited opportunities for creativity or personal development.

 

Impact of Teacher Shortages

 

On students

Teacher shortages have a profound impact on students’ education, causing disruptions in learning, reducing opportunities, and hindering academic success. The absence of qualified teachers often results in increased reliance on substitute educators or larger class sizes, which disrupt the continuity of instruction and negatively affect students’ understanding of the material.

 

Moreover, schools facing teacher shortages may be forced to cancel advanced or specialized courses, such as higher-level mathematics or science, limiting students’ academic opportunities and preparation for higher education. Research also suggests that teacher shortages contribute to lower academic performance, as larger class sizes and less qualified instructors may struggle to meet the varied learning needs of students effectively.

 

On teachers

The decentralized structure of Estonia’s education system adds another layer of complexity. While schools and municipalities enjoy considerable autonomy, this flexibility has led to difficulties in resource distribution, long-term planning, and addressing the specific needs of individual schools. Local municipalities, in particular, often struggle to offer adequate support for teachers, which increases their stress and workload, further aggravating the teacher shortage. Although teacher training programs are theoretically robust, they often fall short in providing enough practical experience, leaving new educators unprepared for the challenges of classroom management and inclusive education. Consequently, many teachers either leave the profession early or decide against entering it altogether, intensifying the shortage.

 

On the Education System

 

The National Audit Office highlights that the shortage of adequately qualified teachers undermines the quality of general education. Their analysis reveals that in the context of teacher shortages, lessons in natural and exact sciences are often taught by teachers from other subjects or “career switchers.” While these teachers may hold the required master’s degree and teaching qualification, they often lack the specific training needed for the subjects they teach. The profession’s reputation has been further damaged by negative media portrayals and the increasing practice of employing unqualified individuals, making recruitment even more difficult.

 

Etonia’s Efforts to Address the Issue

 

 

Rethinking teacher schedules, Professional Learning, and Leadership

Estonia is actively reimagining the teaching profession, exploring innovative approaches to school organization that prioritize more flexible schedules for teachers, relevant professional development, and enhanced teacher leadership. These strategies align with calls for similar changes in the U.S. as well.

 

Diversifying the Teacher Pool

Estonia is working to diversify its teacher workforce by attracting individuals pursuing second careers and offering part-time positions for professionals from other fields.

 

Modernizing Teacher Education Programs

The reforms are extending beyond the classroom to teacher education, with preparation programs experimenting with “learn on the job” training and emphasizing the use of digital tools to improve learning and tailor education to students’ needs. Additionally, teacher education students are taking on new roles to assist classroom teachers while gaining valuable learning experiences from them.

 

Increasing Teacher Salaries

Like many other regions, Estonia analyzed teacher salaries and determined that stronger financial incentives were necessary to attract and retain educators. From 2016 to 2020, teacher salaries increased by approximately 40%, and this year, the Education Minister pledged to raise salaries to 120% of the average wage in Estonia by 2023. Additionally, new teachers are offered bonuses to take positions in underserved rural areas.

 

Conclusion

In conclusion, while Estonia’s education system continues to excel globally, the persistent teacher shortages pose a critical challenge to maintaining its high standards. The root causes, including aging educators, low salaries, societal perceptions, and burnout, demand immediate attention. The nation’s efforts to address these issues—through increased salaries, modernized teacher training, diversified recruitment, and innovative school organization—show promise, but more comprehensive strategies and sustained investment are necessary. Without a robust and well-supported teaching workforce, Estonia risks compromising the very foundation of its educational success and the future development of its students.

 

 

 

 

 

 

 

 

 

 

References

 

Arenguseire Keskus. “The Future for the Next Generation of Teachers: Trends and Scenarios up to 2040.” November 15, 2024. https://arenguseire.ee/en/reports/the-future-for-the-next-generation-of-teachers-trends-and-scenarios-up-to-2040/.

 

Estonian News. “Shortage of Qualified Teachers Is Greater in Estonia Than Previously Thought.” January 26, 2024. https://news.postimees.ee/7947387/shortage-of-qualified-teachers-is-greater-in-estonia-than-previously-thought.

 

European Commission. “National Reforms in School Education—Estonia.” Eurydice. Last updated March 29, 2023. https://eurydice.eacea.ec.europa.eu/national-education-systems/estonia/national-reforms-general-school-education.

 

Eva Toome. “PISA 2022: Estonia Consistently Among the World’s Best.” Education Estonia, September 10, 2024. https://www.educationestonia.org/estonias-pisa-2022-results-consistently-among-the-worlds-best/.

 

Gorard, Stephen, Mark Ledger, Beng Huat See, and Rebecca Morris. “What Are the Key Predictors of International Teacher Shortages?” Research Papers in Education, October 23, 2024, 1–28. https://doi.org/10.1080/02671522.2024.2414427.

 

Haridussilm. “Teachers.” Accessed January 11, 2025. https://www.haridussilm.ee/ee/tasemeharidus/haridustootajad/opetajad.

 

Ministry of Education and Research. “Haridus- ja Teadusministeeriumi 2022. aasta tulemusar-uande analüütiline lisa” [Analytical Annex to the Ministry of Education and Research Performance Report 2022]. 2022. https://www.hm.ee/sites/default/files/documents/2023-08/2022_TA_anal%C3%BC%C3%BCtiline_lisa.pdf.

 

NCEE. “How Estonia Is Addressing Its Teacher Shortage.” January 20, 2022. https://ncee.org/quick-read/how-estonia-is-addressing-its-teacher-shortage/.

 

OECD. TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals. Paris: OECD Publishing, 2020.

 

 

BROKEN CHALK REPORT – GLOBAL BACKLASH AGAINST WOMEN’S RIGHTS: ENDING VIOLENCE AGAINST WOMEN MEANS HALTING FGM – 05/12/2025, OXFORD AN INTERNATIONAL COLLOQUIUM ON ADVOCACY AND RESEARCH

BROKEN CHALK REPORT – GLOBAL BACKLASH AGAINST WOMEN’S RIGHTS: ENDING VIOLENCE AGAINST WOMEN MEANS HALTING FGM – 05/12/2025, OXFORD AN INTERNATIONAL COLLOQUIUM ON ADVOCACY AND RESEARCH

Written by Matilde Ferrante

On the 5th of December 2025, Broken Chalk had the opportunity to join a crucial event on the topic of halting FGM/C, meeting with some of the most important advocates of recent years and sharing its FGM research.

The event was organised by Dr Tobe Levin Von Gleichen and sponsored by UnCUT/VOICES Press with support from LMH Vice Principal Dr Todd Huffman, and was held at Lady Margaret Hall, University of Oxford.

This event, unfolding over one day, gave space to several NGOs, advocates, and survivors to expose their history, missions, and projects’ development, allowing for the sharing of ideas and (many) debates.

The host and internationally recognised activist Dr Tobe Levin von Gleichen introduced the event. In this introduction, Dr Tobe presented crucial moments in the history of advocacy against FGM/C, some of which included her and other advocates present at the event.

Following this summary of selected histories, Britta Radike – a prize-winning photographer – shared with us some pictures taken in Ogaden, Uganda, Somalia, and Somaliland, with the  intention of including pictures featuring experts’ experiences in advocating against FGM as a form of prevention and care for survivors.

Similarly, Godfrey-William Okorodus, artist and advocate, uses art as a form of advocacy; he explained how he uses his art as a “privileged medium in ending FGM”, bringing this issue across countries, from Nigeria to Belgium; Godfrey creates paintings inspired by the issue of FGM/C and uses these paintings to create awareness, create communities of advocates and as a tool for people to learn about this issue.

On a different note, some experts brought UK-focused insights. Miriam Cissé, representing INTEGRATE UK, introduced us to their projects using film, education, and mentoring as exemplary media approaches for advocating to end FGM/C and supporting victims, a necessary asset in the UK, where FGM support for victims keeps being limited while the number of victims and survivors keeps increasing. On this point, INTEGRATE UK believes FGM training should be mandatory for all healthcare professionals likely to encounter survivors, and it should include cultural trauma awareness.

Aurora Almodori, Consultant Plastic Reconstructive Surgeon and Lecturer at the University College of London, also explained the current FGM context in the UK, where the number of survivors wanting reconstructive surgery increases whilst the research on the topic seems to remain still. Her research showed how the number of women born in FGM-practising countries and living in the UK increased by more than 100,000 in just a decade, and how health problems caused by FGM cost the NHS an estimated £100 million annually.

Another UK-based NGO is FORWARD UK, represented by Mariame Racine Sow. This women’s rights organisation led by African women aims at being an asset in the end of FGM/C by, in the first place, understanding girls’ and mothers’ relationship, understanding the psychology between them and the psychology behind the practice of FGM, and by also building schools linked to communities where there is high prevalence. From the same organisation, FORWARD, Isha Abdulkadir presented some of the exemplary projects of the organisation.

From a socio-historical perspective, Hillary Burrage, professor at Northwestern University, suggested a broader understanding of FGM and the issues around it, which are not often discussed or employed in the efforts to end FGM: Burrage enquired about the interconnection between safe access to water, land and income for women as a tool to end this practice. She believes these factors require careful consideration as they could be influencing FGM, the contexts and environments in which it occurs, yet there is not enough discussion and shared knowledge about how these specific factors can impinge in agrarian locations on the practice of FGM.

Other NGOs presented at the event were Wallace Global Fund’s Women’s Rights, represented by Susan Gibbs: this activist organisation proposes a focus on people-powered movements, and wants to use all possible tools for such empowerment, such as grant-making, investments, convening and advocacy. In particular, this organisation aims to spend out its entire endowment in 2026.

Another NGO, Hope for Girls and Women, France, was introduced by Elaine Rothman and Karin Benguigi: This association is dedicated to ending FGM and child marriage, supporting Rhobi Samwelly’s work – survivor and activist – specifically in Tanzania. It helps fund safe houses, girls’ education and supports the costs of rescuing and protecting girls from FGM. Similarly, Sahiyo, presented by Catherine Cox, wants to eliminate FGM/C by connecting, supporting, elevating, and advocating on behalf of stakeholders engaged in prevention, education, and care.

Many books were also presented during the event: Khady Koita, founder of La Palabre against gender-based violence in opposing FGM” presented “Mutilée”, Comfort Momoh MBE presented “the Routledge International Handbook of Harmful Cultural Practices”, and finally Katy Newel-Jones & Lotte Hughes presented a new volume of “FGM/C AFRICA AND THE DIASPORA, issues, debates and challenges.”

Finally, I – Matilde Ferrante – represented Broken Chalk. I introduced Broken Chalk, its structure and overall objective, and then I more specifically introduced our FGM team and its project, focusing on the connection between education and FGM. Our focus on education started what was defined as “an incredible debate, the best part of the event”, as some advocates believe that education is not a tool to end FGM and as other advocates – like us – believe it to be an important asset.

BROKEN CHALK REPORT – GLOBAL BACKLASH AGAINST WOMEN’S RIGHTS: ENDING VIOLENCE AGAINST WOMEN MEANS HALTING FGM – 05/12/2025, OXFORD AN INTERNATIONAL COLLOQUIUM ON ADVOCACY AND RESEARCH

Overall, it was an incredible opportunity to share insights, gain new knowledge and understand the development and projects of other organisations. It was a crucial step in the path to the end of FGM, allowing organisations from different countries to better understand how they are bringing different approaches to solve the same puzzle.

 

 

 

 

 

Colonial Relics in Tunisian Education

Colonial Relics in Tunisian Education

Colonial Relics in Tunisian Education

Written by Valeria Romano

INTRODUCTION

Education has a specific function in nation-building. Standardized education leads to the homogenization of representations and reasoning, creating a procrustean-minded population[i]. Education is the first lynchpin to build a cohesive society based on shared values and beliefs, as it allows state administration and legislation to deliver messages and socialize with its people. Schooling systems were deemed essential by colonial powers to maintain dominance in overseas territories. For instance, France established a homogeneous and highly centralized education framework in all its colonies, where educational buildings could not operate without permission and teachers had to follow a national curriculum provided by the colonial body. The goal was to impose French culture on the newly acquired territories.

This article will delve into education functioning as a colonial, oppressive framework. It will focus on the former French colony of Tunisia, presenting its history and describing relics of colonial scholastic legislation. Finally, the essay will look at contemporary academic trends in Tunisia.

 

 

HISTORY OF COLONIZED TUNISIA

In 1881, Tunisia became a French protectorate through a treaty. Although the French government did not appropriate land, France still controlled the region’s political and economic systems (Anon 2025). The French acquired most of the land privately, without direct assistance from authorities. However, the communal lands owned by the tribes, particularly the waqfs (inalienable property), could not be transferred to new owners. To stop this and facilitate the process of land acquisition for the colonial French, new laws enacted in the protectorate allowed for long-term lease (“Modern History of the Arab Countries by Vladimir Borisovich Lutsky 1969,” n.d.).[iii] Although the official language did not change, political communications had to happen in French. Moreover, Tunisian representatives had no autonomy in either international or domestic affairs. Thirteen districts of civil control were established throughout the country, except for the southern territories, which were directly controlled by the French military (idem.).motherland (Anon 2025).[vi]

In the 20th century, independence movements arose around the world. Habib Bourguiba became a prominent leader in the struggle for national autonomy, and in 1934, he founded the Neo Destour Party, which became the key force in the independence movement. After years of protests, negotiations, and increasing international pressure, Tunisia finally achieved independence from France on March 20, 1956, and Habib Bourguiba became the nation’s first president (Anon 2025).[vii]

 

EDUCATION FRAMEWORK

Colonization of Tunisia passed through the establishment of a novel educational framework; in particular, it represented a place where colonial settlers could learn the French language, thus, it represented the first pillar of cultural extension and domination. Educational systems in colonized territories were pivotal in constructing colonial hegemony and strengthening power relationships and control (Shaw 2024).[viii]

France’s colonial policies are composed of three phases: the 19th century, the 1900s until the end of the Second World War, and from 1945 to decolonization. The first stage is characterized by strategies of assimilation to transform Indigenous people into French people, with education seen as the primary tool to achieve such a goal. Cultural societies were degraded through the employment of textbooks teaching Indigenous children their habits and surroundings were inferior compared to the French lifestyle (Feldmann 2016).[ix]

At the beginning of the 20th century, adoption took over assimilation as the guiding concept of the educational framework. Now the curriculum is tailored to fit local environments. Instead of attempting to transform natives into Frenchmen, the goal was to allow them to gradually enhance their customary ways of life. The new strategies emphasized inequalities between the Indigenous masses, who were only granted basic levels of education, and European elites, who could access advanced education.  This adaptation policy stemmed from a heightened perception of European racial superiority and skepticism regarding the abilities of indigenous peoples (Feldmann 2016).[x]

Finally, with the era of independence movements, the education framework returned to being centered around assimilation. France aimed at creating replicas in the colonies’ schooling system. Although enrollment rose significantly, the system continued to be very selective.[xi]

In Tunisia, the proliferation of public schools aimed at political, social, and economic dominance by cultivating a future homogeneous and cohesive population. France strategically did not dismantle the Islamic education system to foster a dual Franco-Arab framework to cultivate a compliant elite and reduce insurgent tendencies (Ben Salah, Chambru, and Fourati 2022).

[xiii][xiv]

 

COLONIAL RELICS AND CONTEMPORARY FRAMEWORK

The legacy of French colonialism still negatively impacts educational outcomes in former colonies. From 1972 to 2012, these countries experienced significantly lower secondary school enrollment rates compared to nations without a colonial past, with gross enrollment rates at least 10 percentage points lower. Adults in these regions attained, on average, 1.6 fewer years of schooling. The effect was even more pronounced for female students, who experienced a 12-percentage point deficit in secondary enrollment, and received nearly 1.8 fewer years of education than their counterparts in other countries (Feldmann 2016). [xv]

[xvii]

 

CONCLUSION

Relics of colonial education policies still seep into post-independence societies. While such reforms may undermine a country’s cultural identity and social strategies, the colonial legacy should not be viewed through a strictly deterministic lens. As a matter of fact, as the case of Tunisia illustrates, correct educational policies, countering spatial inequalities strengthened by the French rules, change the academic outcomes of a country.

 

 

[i] Thomas Hylland Eriksen. 2001. Small Places, Large Issues an Introduction to Social and Cultural Anthropology. London [U.A.] Pluto Press.

[ii] 2025. Carthagemagazine.com. 2025. https://carthagemagazine.com/tunisias-rich-history-from-phoenicians-to-independence.

[iii] “Modern History of the Arab Countries by Vladimir Borisovich Lutsky 1969.” n.d. Www.marxists.org. https://www.marxists.org/subject/arab-world/lutsky/ch21.htm.

 

[iv] Idem.

[v]2025. Carthagemagazine.com. 2025. https://carthagemagazine.com/tunisias-rich-history-from-phoenicians-to-independence.

[v]

[vi] “Modern History of the Arab Countries by Vladimir Borisovich Lutsky 1969.” n.d. Www.marxists.org. https://www.marxists.org/subject/arab-world/lutsky/ch21.htm.

  1. Carthagemagazine.com. 2025. https://carthagemagazine.com/tunisias-rich-history-from-phoenicians-to-independence.

 

[viii] Shaw, Jilian.  2024. “Research Paper: The Impact of French Colonial Ideology on Educational Institutions in Algeria and Tunisia.” Laidlaw Scholars Network. September 16, 2024. https://laidlawscholars.network/documents/research-paper-the-impact-of-french-colonial-ideology-on-educational-institutions-in-algeria-and-tunisia.

[ix] Feldmann, Horst. 2016. “The Long Shadows of Spanish and French Colonial Education.” Kyklos 69 (1): 32–64. https://doi.org/10.1111/kykl.12102.

[x] Feldmann, Horst. 2016. “The Long Shadows of Spanish and French Colonial Education.” Kyklos 69 (1): 32–64. https://doi.org/10.1111/kykl.12102.

[xi] Feldmann, Horst. 2016. “The Long Shadows of Spanish and French Colonial Education.” Kyklos 69 (1): 32–64. https://doi.org/10.1111/kykl.12102.

[xii] Ben Salah, Mhamed, Cédric Chambru, and Maleke Fourati. 2022. “The Colonial Legacy of Education: Evidence from of Tunisia.” SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4101795.

[xiii] Laidlaw Scholars Network. 2024. “Research Paper: The Impact of French Colonial Ideology on Educational Institutions in Algeria and Tunisia.” Laidlaw Scholars Network. September 16, 2024. https://laidlawscholars.network/documents/research-paper-the-impact-of-french-colonial-ideology-on-educational-institutions-in-algeria-and-tunisia.

[xiv] Ben Salah, Mhamed, Cédric Chambru, and Maleke Fourati. 2022. “The Colonial Legacy of Education: Evidence from of Tunisia.” SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4101795.

[xv] Feldmann, Horst. 2016. “The Long Shadows of Spanish and French Colonial Education.” Kyklos 69 (1): 32–64. https://doi.org/10.1111/kykl.12102.

[xvi] “Addressing the Lingering Effects of Colonial Influence on Educational Institutions.” 2024. CEPR. September 30, 2024. https://cepr.org/voxeu/columns/addressing-lingering-effects-colonial-influence-educational-institutions.

[xvii] Fourati, Maleke. 2024. “Addressing the Lingering Effects of Colonial Influence on Educational Institutions.” CEPR. September 30, 2024. https://cepr.org/voxeu/columns/addressing-lingering-effects-colonial-influence-educational-institutions.

 

Staff, Editorial. 2024. “Tunisia’s Rich History: From Carthage to Independence.” Carthage Magazine. September 5, 2024. https://carthagemagazine.com/tunisias-rich-history-from-phoenicians-to-independence/.

 

“Modern History of the Arab Countries by Vladimir Borisovich Lutsky 1969.” n.d. Www.marxists.org. https://www.marxists.org/subject/arab-world/lutsky/ch21.htm.

 

“Modern History of the Arab Countries by Vladimir Borisovich Lutsky 1969.” n.d. Www.marxists.org. https://www.marxists.org/subject/arab-world/lutsky/ch21.htm.

 

Staff, Editorial. 2024. “Tunisia’s Rich History: From Carthage to Independence.” Carthage Magazine. September 5, 2024. https://carthagemagazine.com/tunisias-rich-history-from-phoenicians-to-independence/.

 

“Modern History of the Arab Countries by Vladimir Borisovich Lutsky 1969.” n.d. Www.marxists.org. https://www.marxists.org/subject/arab-world/lutsky/ch21.htm.

 

Staff, Editorial. 2024. “Tunisia’s Rich History: From Carthage to Independence.” Carthage Magazine. September 5, 2024. https://carthagemagazine.com/tunisias-rich-history-from-phoenicians-to-independence/.

 

https://laidlawscholars.network/documents/research-paper-the-impact-of-french-colonial-ideology-on-educational-institutions-in-algeria-and-tunisia

 

file:///C:/Users/Utente/Downloads/1801710074.pdf

 

https://laidlawscholars.network/documents/research-paper-the-impact-of-french-colonial-ideology-on-educational-institutions-in-algeria-and-tunisia

 

file:///C:/Users/Utente/Downloads/1801710074.pdf

 

https://onlinelibrary.wiley.com/doi/full/10.1111/kykl.12102

 

https://cepr.org/voxeu/columns/addressing-lingering-effects-colonial-influence-educational-institutions

 

Provocările educaționale în Portugalia: Provocările atenuării inegalităților socio-economice

Provocările educaționale în Portugalia: Provocările atenuării inegalităților socio-economice

Scris de Agnes Amaral

Tradus de Iasmina Stoian

Introducere

La sfârșitul anilor 1990, discuția privind educația în Portugalia se concentra pe necesitatea unei școli pentru toți, ceea ce implica trecerea la o educație mai interculturală. Acest lucru a făcut ca școlile bilingve să devină un model renumit, care s-a dezvoltat în țară în ultimii ani. Pentru secolul XXI, discuțiile au vizat orientarea educației copiilor în cadrul unei politici sociale și dezvoltarea dincolo de spațiul școlar. De exemplu, garantarea asistenței oferite începând cu vârsta de 11 luni, acordarea priorității educației în viața tuturor și adoptarea unui model de educație pe tot parcursul vieții. În plus, au fost întreprinse acțiuni pentru prevenirea abandonului școlar timpuriu. Conferința organizată în 2007 de Ministerul Educației din Portugalia[1] a fost relevantă în evidențierea acestor provocări și a altora din acea perioadă. Prioritatea guvernului a devenit o creștere mai inteligentă, mai durabilă și mai incluzivă în domeniul educației. Pentru a realiza securitatea socială, cum ar fi garantarea locurilor de muncă. Crearea unei reorientări către învățarea centrată pe elev, pentru a-i face capabili să facă față provocărilor competitivității și utilizării noilor tehnologii. Deși s-a înregistrat o creștere a clasamentului privind frecvența școlară și alfabetizarea în învățământul primar între 2021 și 2022, conform Raportului global privind diferențele de gen, inegalitatea în accesul la educație este încă o realitate. În Portugalia, contextul socio-economic al elevilor are un impact semnificativ asupra oportunităților lor academice.

Provocările educaționale în Portugalia: Provocările atenuării inegalităților socio-economice

Sursă: Fotografie de Kelly Sikkema  pe Unsplash

 

Consecințele pandemiei de COVID-19

Din cauza pandemiei de COVID-19, a crescut numărul elevilor anxioși și vulnerabili, deoarece predarea la distanță a dus la reducerea interacțiunilor sociale între elevi. Consiliul Național al Educației (CNE) raportează că 23 % dintre elevi ar fi putut să nu participe în mod regulat la activitățile școlare în timpul învățământului la distanță. Acest lucru a afectat în principal elevii care dispuneau deja de resurse financiare sau sociale mai reduse. Una dintre problemele întâmpinate a fost lipsa accesului la platformele digitale și la mijloacele de acces la acestea.

 

Solicitanții de azil

Există unele cerințe educaționale impuse de Guvernul Portugaliei care complică participarea solicitanților de azil la educație. Este necesar să se dezvolte activități pedagogice pentru nevoile specifice ale acestor elevi. Se poate observa diferența de rezultate în cazul elevilor proveniți din medii mai puțin privilegiate, cum ar fi imigranții[1]. Bariera lingvistică este, de asemenea, considerată o provocare în aceste situații. Există date care arată că elevii străini repetă cursurile în școala primară și secundară mai des decât colegii lor.[2]

Conform raportului DGEEC (2020), Profilul școlar al comunităților rome 2018/2019, ratele de retenție și abandon școlar sunt mai mari în rândul elevilor romi decât în rândul populației generale (15,6 % în învățământul primar și 12,6 % în învățământul secundar, față de3,7 % și 12,9 % pentru întreaga populație școlară). [3]

 

Învățământul superior

Conform OCDE, Portugalia are unul dintre cele mai scăzute procente de persoane cu vârsta cuprinsă între 25 și 64 de ani care au absolvit cel puțin învățământul superior. Acest număr devine și mai mic atunci când se face o comparație între sexe. În timp ce în științele naturale numărul de studente a crescut, în domeniile afacerilor, managementului și dreptului numărul acestora rămâne scăzut. [4]

 

Șomajul și nivelul de studii

În comparație cu alte țări, Portugalia are o rată ridicată a șomajului în rândul persoanelor cu diplomă de licență[5]. Proporția adulților care sunt șomeri de cel puțin un an în rândul tuturor adulților șomeri cu studii sub nivelul secundar superior este relativ ridicată.[6] Aceștia se confruntă cu mai puține oportunități din cauza lipsei pieței muncii care să angajeze persoane calificate. Cu toate acestea, guvernul încearcă să îmbunătățească această realitate cu programe precum Qualifica[7], care are ca obiectiv principal îmbunătățirea nivelului de calificare al adulților, contribuind la progresul calificărilor populației și la îmbunătățirea capacității de inserție profesională a persoanelor. Dar aceasta nu este încă realitatea în țară, care urmărește să atingă obiectivul de inserție profesională al Uniunii Europene (60%) până în 2030.

 

Concluzie

Putem concluziona că Portugalia are multe rezultate în favoarea sa. De exemplu, a înregistrat o creștere a numărului de studenți în învățământul universitar, susținută de programul Adult Impulse și programul Young Impulse STEAM, care demonstrează eficacitatea acțiunilor.[8] Cu toate acestea, contextul economic și social al studenților rămâne o problemă care afectează în mod direct oportunitățile lor de acces la învățământul superior. Cu toate acestea, așa cum s-a menționat anterior, guvernul a depus eforturi pentru a atenua aceste inegalități, în special în învățământul superior, cum ar fi inițiativa de a semna un acord tripartit pentru a sprijini studenții din domeniile tehnologice în 2021 [9] și în învățământul preșcolar. O altă inițiativă a fost crearea unui plan de îngrijire care prevede extinderea accesului la educație pentru toți copiii de la vârsta de 3 ani, cu școlarizare obligatorie. Creșterea numărului de profesori în acest domeniu poate fi considerată un factor eficient pentru evoluția proiectului. Cu toate acestea, există încă unele regiuni care beneficiază de mai mult sprijin decât altele[10], aspect pe care Portugalia trebuie să îl abordeze pentru a atenua o fractură mai clară în dinamica educațională a țării.

 

Bibliografie:

[1] Leite, C. (n.d.). DESAFIOS QUE SE COLOCAM À ESCOLA EM PORTUGAL [Review of DESAFIOS QUE SE COLOCAM À ESCOLA EM PORTUGAL]. https://repositorio-aberto.up.pt/bitstream/10216/132320/2/444121.pdf

[1] Carreirinho, I. (2021). Country Report: Portugal (ECRE, Ed.) [Review of Country Report: Portugal]. European Council on Refugees and Exiles. https://asylumineurope.org/wp-content/uploads/2022/05/AIDA-PT_2021update.pdf

[2] Education and Training Monitor 2022. (n.d.). Op.europa.eu. https://op.europa.eu/webpub/eac/education-and-training-monitor-2022/en/country-reports/portugal.html

[3] Direção-Geral de Estatísticas da Educação e Ciência. (n.d.). Direção-Geral de Estatísticas Da Educação E Ciência. Retrieved March 23, 2023, from https://www.dgeec.mec.pt/np4/97/

[4] Education GPS – Portugal – Overview of the education system (EAG 2019). (n.d.). Gpseducation.oecd.org. https://gpseducation.oecd.org/CountryProfile?primaryCountry=PRT&treshold=10&topic=EO

[5] Education GPS – Portugal – Overview of the education system (EAG 2019). (n.d.). Gpseducation.oecd.org. https://gpseducation.oecd.org/CountryProfile?primaryCountry=PRT&treshold=10&topic=EO

[6] Education GPS – Portugal – Overview of the education system (EAG 2019). (n.d.). Gpseducation.oecd.org. https://gpseducation.oecd.org/CountryProfile?primaryCountry=PRT&treshold=10&topic=EO

[7] +eficaz. (n.d.). Portal Qualifica. Www.qualifica.gov.pt. Retrieved March 23, 2023, from https://www.qualifica.gov.pt/#/

[8] Education and Training Monitor 2022. (n.d.). Op.europa.eu. https://op.europa.eu/webpub/eac/education-and-training-monitor-2022/en/country-reports/portugal.html

[9] ESTEL – Escola Profissional de Tecnologia e Eletrónica – Vídeos – E-volui. (n.d.). Retrieved March 23, 2023, from https://e-volui.pt/estel-videos/?dc=VideoEstel112

[10] Education and Training Monitor 2022. (n.d.). Op.europa.eu. https://op.europa.eu/webpub/eac/education-and-training-monitor-2022/en/country-reports/portugal.html