In October 2023, Sümeyye Tercanoğlu and her husband, a Turkish Gulen teacher, faced conviction for suspected affiliation with the Gulen movement. The allegations centred around their purported use of ByLock, a phone application believed by the government to be a platform for Gulen movement supporters engaging in secret communication since the failed coup attempt in 2016. It’s essential to note that no concrete evidence supports these allegations. The Gulen movement, led by an influential Islamic cleric, aims to provide devout Muslims with the necessary secular education for success in contemporary society while also emphasizing the importance of traditional religious teachings. The movement promotes a tolerant form of Islam, highlighting values such as altruism, modesty, hard work, and education (Pew Research Center, 2010). The Turkish President Recep Tayyip Erdoğan has been actively targeting followers of the Gülen movement since the corruption investigations of December 17-25, 2013. The government’s actions against the Gülen movement have raised concerns about human rights violations and the erosion of democratic principles.
taken from https://polatlipostasicom.teimg.com/crop/1280×720/polatlipostasi-com/uploads/2023/10/zarif-sumeyye-tercanoglu-neden-tutuklandi.png
Upon Sümeyye Tercanoğlu’s arrest, a deeply distressing situation unfolded. She was separated from her 4-month-old child, who, since the day of the arrest, had not been breastfed and lacked access to his mother’s breast milk—crucial for his healthy growth. Legislator Ömer Faruk Gergerlioğlu, known for his human rights advocacy and affiliation with the Green Left Party (YSP), raised concerns about the plight of pregnant women or mothers with infants, asserting that such separations occur on a near-daily basis. He specifically called for the release of Sümeyye Tercanoğlu, shedding light on the human rights implications of these incidents.
Simultaneously, the European Court of Human Rights issued a significant judgment in the case of Yüksel Yalçınkaya v. Türkiye, holding violations of Article 7 (no punishment without law), Article 6 § 1 (right to a fair trial), and Article 11 (freedom of assembly and association) of the European Convention on Human Rights. Much like the case of Sümeyye Tercanoğlu, Mr. Yalçınkaya’s conviction was significantly based on the use of the encrypted messaging application ByLock.
The judgment underscored that the Turkish judiciary’s uniform and global approach to ByLock evidence did not comply with national law or the object and purpose of Article 7, designed to safeguard against arbitrary prosecution, conviction, and punishment. Procedural shortcomings in criminal proceedings, specifically regarding access to and compelling challenge of ByLock evidence, were also noted, breaching the right to a fair trial under Article 6. This systemic problem has broader implications, with approximately 8,500 applications on the Court’s docket involving similar complaints under Articles 7 and/or 6 of the Convention. Under Article 46, the ECHR mandated that Turkey implement general measures to address these systemic problems, particularly concerning the Turkish judiciary’s approach to ByLock evidence. This underscores the urgent need for Turkey to address the human rights violations associated with convictions based on ByLock usage.
The case of Ismet Ozcelik, a Turkish national, has once again highlighted the concerns surrounding justice and the legal profession in Turkey. Ozcelik, an academic who has been held in detention since 2017 on alleged links to a cleric blamed for a 2016 coup attempt, was due for release from prison. However, his departure has been extended by an additional ten months, raising questions about the fairness and independence of the Turkish legal system.
Ozcelik, along with Turgay Karaman, a school principal, was deported from Malaysia to Turkey in 2017, where they were accused of ties to the network of Fethullah Gulen. The Gulen movement, led by an influential Islamic cleric, Fethullah Gulen, aims to provide devout Muslims with the necessary secular education for success in contemporary society while also emphasising the importance of traditional religious teachings. The movement promotes a tolerant form of Islam, highlighting values such as altruism, modesty, hard work, and education (Pew Research Center, 2010).
Since the failed coup attempt, the Turkish government has detained and jailed tens of thousands of people, pending trial, on suspicion of involvement with Gulen’s network. Human rights organizations have criticized this widespread crackdown for its impact on the rule of law and the right to a fair trial.
One of the key pieces of evidence used against Ozcelik was the allegation that he had used a mobile app called Bylock, which Turkish authorities claimed was used exclusively by Gulen’s followers. However, the European Court of Human Rights (ECtHR) has clarified that using Bylock cannot serve as reasonable suspicion for arrest or evidence for a conviction. Despite this, Ozcelik’s requests for an expert panel examination to contest the claims against him were denied, violating the principle of equality of arms in the legal process.
In addition to the Bylock allegation, Ozcelik’s participation in a protest and his social media posts criticizing the government’s actions were presented as evidence of his alleged membership in an armed terrorist organization. The UN Human Rights Committee and the ECtHR have emphasized protecting the fundamental rights to peaceful protest and freedom of expression. They have stated that these activities should not be criminalized without concrete evidence of involvement in illegal or terrorist activities.
Another contentious aspect of the case is the involvement of a private education company, Polat A.S., with which Ozcelik was a shareholder. Turkish authorities accused the company of being a front for carrying out alleged terrorist activities. However, critics argue that no concrete evidence substantiates this claim. Polat A.S. was a legally incorporated company operating under Turkish law and with a license from the Ministry of Education. Using such legal activities as grounds for criminal conviction raises concerns about the validity of the charges against Ozcelik.
The extension of Ozcelik’s detention by ten months has raised further concerns about the erosion of justice and the stifling of the legal profession in Turkey. Human rights defenders and legal experts have consistently expressed worries about arbitrary detention and the use of terrorism charges against individuals who exercise their rights to freedom of expression and peaceful protest.
The case of Ismet Ozcelik and others like him underscores the need for Turkey to uphold fundamental principles of justice, independence, and respect for human rights. International bodies, including the United Nations, have called for the release of detainees like Ozcelik and have highlighted the importance of providing effective remedies for those who have suffered violations of their rights.
As the detention of Ismet Ozcelik continues, it remains a stark reminder of the challenges facing the Turkish legal system and the urgent need for reforms to protect the rights and freedoms of all individuals.
Note: This article is based on available information and does not constitute legal advice or an official statement of the events described.
REFERENCES
Initiative, T. A. L. (2023, July 30). How having “the wrong” dish led to imprisonment for terrorism. The Arrested Lawyers Initiative is a volunteer organisation to defend the defenders. https://arrestedlawyers.org/2023/07/28/how-having-the-wrong-dish-led-to-imprisonment-for-terrorism/
Miles, T. (2019, May 29). Turkey was told by U.N. to free and compensate gulen-linked detainees. Reuters. https://www.reuters.com/article/us-turkey-un-idUSKCN1SZ1RD
Scf. (2023, November 9). Man imprisoned on Gülen links to spend ten more months behind bars for making prayer beads. Stockholm Center for Freedom. https://stockholmcf.org/man-imprisoned-on-gulen-links-to-spend-10-more-months-behind-bars-for-making-prayer-beads/
Turkish Minute. (2023, November 9). Man imprisoned on Gülen links to spend 10 more months behind bars for making prayer beads. https://www.turkishminute.com/2023/11/09/man-imprisoned-on-gulen-link-to-spend-10-more-months-behind-bars-for-making-prayer-beads/
The United Nations Human Rights Committee has decided that Turkey is unfair. Justice Square. (n.d.). https://www.justicesquare.com/uncategorized/the-united-nations-human-rights-committee-has-decided-that-turkey-is-unfair/
Çetin, T. (2019, June 5). Un asks Turkey to release i̇smet özçelik and Turgay Karaman immediately. BoldMedya. https://boldmedya.com/2019/06/02/un-asks-turkey-to-release-immediately-ismet-ozcelik-and-turgay-karaman/
Puerto Rico is located northeast of the Caribbean Sea and is considered one of the Greater Antilles. Its location boasts beautiful beaches and landscapes but is also prone to hurricanes and other natural hazards that have severely affected its residents. Puerto Rico’s official language is Spanish and it is home to a diverse and multicultural population, with most of its inhabitants of Puerto Rican descent and a significant community of African, European, and Latin American ancestry.
After the Spanish-American War, the United States (US) officially annexed the then Spanish colonies of Puerto Rico, Guam, and the Philippines in December 1898, initially subjecting Puerto Rico to rule by the US military and a governor appointed by the President. In 1917, the US Congress voted to grant Puerto Ricans official citizenship status, while still denying them the representative rights that usually accompany full citizenship. The island’s inhabitants could not elect their own governor until 1947.
To this day, Puerto Ricans are not able to participate in US elections, have no voting representation within the US Congress, and do not hold the right to “equal treatment” in the 14th Amendment to the US Constitution. The island is now an “unincorporated territory” with “quasi-colonial” status, according to former Puerto Rican high school teacher and US Secretary of Education John King. This causes serious consequences in the education system due to limited support from the US federal government and the unfortunate impact of natural hazards, the negative and systematic effects of which have not been adequately addressed.
Education System Overview
The Puerto Rican education system is roughly based on the American model. School attendance is mandatory from ages 6 to 18, and divided into six years of elementary education, three years of junior high school, and three years of high school. Academic calendars and grading scales are very similar to their US equivalents. After numerous failed attempts by the US to convert the Puerto Rican education system to English, Spanish has remained the language in which public schools operate. The high school diploma is known as the “Diploma de Escuela Superior” a literal translation from its mainland English counterpart.
A key difference between challenges to the Puerto Rican school system and the mainland US system is the percentage of children experiencing poverty. According to the Census, 44% of Puerto Ricans live in poverty. Whereas 17% of children live below the poverty line in the US, this percentage is at 55% in Puerto Rico and even higher in rural areas. In 2017, a quarter of Puerto Rican children did not have access to the internet and half did not have access to a home computer.
Today, those who do have a home computer may have unreliable power due to damages to the electrical grid caused by disasters and mismanagement. High school drop-out rates are much higher on the island, especially from households with lower incomes: according to the U.S. Department of Education, the dropout rate among high school students is one-third, which is more than twice the current percentage in mainland US. In 2015, the secondary education net enrollment rate was 66.6% as opposed to 80.5% in mainland US.
This data was published in 2009-2010, which is the most recent information available due to the limited production of up-to-date statistics by the local government. Moreover, federal counts frequently omit Puerto Rico from their calculations. It is likely that the dropout rate in Puerto Rico has likely increased even further since, as hurricanes and the COVID-19 pandemic have exacerbated the situation. For those students who graduate high school, outcomes are not equal to those on the mainland US.
According to the Youth Development Institute of Puerto Rico, 51% of high school graduates pursue university education, whereas 67% of suburban Americans and 63% of rural and urban Americans attend college. Many Puerto Rican graduates who are able to attend college come from privileged backgrounds which enable them to attend private schools and hire college application consultants.
This is in line with the islands’ rank as the third-highest income-unequal in the world, following South Africa and Zambia. Additionally, it is particularly difficult for Puerto Rican students to pursue a college education in the mainland US. As US and Puerto Rican high school graduation tests are not harmonized, Puerto Rican high school students are required to take a Spanish language test that nearly no US mainland universities consider valid. Initially aimed to create a standardized college admissions test for the Spanish-speaking world and implemented for a trial run in Puerto Rico, this test was never expanded beyond. Because of this, and underfunding, most public high school guidance counselors in Puerto Rico do not have knowledge of mainland admission requirements and cannot help students in that way.
In the last year of reported data, “only 694 high school graduates from all of Puerto Rico went to college on the mainland or abroad in 2016. That’s about 2 percent. The island’s population is 3.2 million, according to the Census Bureau.”
A positive aspect of the Puerto Rican education system is that the University of Puerto Rico is more accessible and affordable than comparable universities in the mainland US where the average tuition at a public institution is $25,707 per year (for students with family residence in the state) or $44,014 per year (for students without family residence in the state). In comparison, students at the University of Puerto Rico pay $4,366 in tuition in-state, and $8,712 out-of-state. However, according to advocacy group Excelencia in Education, less than half of students who enroll in Puerto Rican universities earn degrees after six years, compared to the US mainland where 58 percent of college students graduate.
Natural hazards in Puerto Rico
Natural hazards have wreaked havoc in Puerto Rico for many years. Despite being aware of this situation, efforts to mitigate the damage have not been effectively implemented and disaster has been the result. Most of the resources allocated for education are used for repairing school infrastructure, but they remain insufficient.
A clear example of this is the aftermath of Hurricane Maria, which struck in 2017 and six years later still affects the territory. Maria severely impacted access to education in Puerto Rico and exposed deficiencies in both the state and institutional aspects of the system. There was an inability to respond to emergencies and a lack of efficiency in seeking solutions that would allow the population to continue their education.
At the time, according to a report made by Kavitha Cardoza (2023), the damage caused by Maria led to the closure of many schools due to infrastructure problems, leaving thousands of students with no opportunity to continue their studies and resulting in a high dropout rate. This created a vicious cycle, as student attrition reduced enrollment, which in turn led to the closure of schools that did not have enough students to operate.
In addition to hurricanes and floods, Puerto Rico has also experienced earthquakes. In 2020, a series of earthquakes contributed to the destruction of the already precarious school infrastructure. Just as the system was trying to recover from the ravages of Maria, it had to face the closure of schools for three months while engineers verified the safety of those still in operation. The most recent natural catastrophe in Puerto Rico was recorded in September 2022 when Hurricane Fiona struck the island, causing damage to infrastructure and the temporary closure of the few schools that were still functioning.
An aerial view of the damage left behind after Hurricane Maria is seen from a U.S. Customs and Border Protection, Air and Marine Operations, Black Hawk helicopter as AMO agents respond to the humanitarian needs of the people of Puerto Rico October 2, 2017. Photo by Mani Albrecht via Flickr
Bureaucracy and abandonment
Despite its status as an incorporated territory in the United States, discussions about Puerto Rico’s true status and the ongoing debate about its future, whether to be considered a state or attain independence, have not ceased. The only certainty thus far is that Puerto Rican residents are not considered equal to citizens of the U.S. mainland.
The Puerto Rican educational system faces challenges ranging from insufficient investment to talent migration and disparities in educational opportunities. In theory, Puerto Rico has autonomy in managing its resources. However, for many important decisions, authorities find themselves dependent on aid from the federal government. Due to the implementation of PROMESA, an act passed by the Obama administration in 2016, an unelected Financial Management and Oversight Board makes all decisions about how funding is used in Puerto Rico. “The FMOB has proposed an array of measures to “shock the system” into growth”.
These measures include but are not limited: to wage controls, reduction in government services, closing public schools, cuts to the University of Puerto Rico, over 100 percent increases in university tuition and other fees, laying off thousands of public employees, furloughing public employees of two days per month, and cuts of 10 percent from pensions of retired workers. Puerto Rico heavily relies on federal funds to maintain and improve the quality of education, and this insufficient investment has led to a lack of resources and deteriorated infrastructure in many schools. For the start of the 2023-2024 school year, it is estimated that 588 out of the 856 functioning schools opened with infrastructure damage, meaning that 69% of schools are still not in optimal conditions to receive students.
The migration of students and educational professionals to the U.S. mainland has been an additional challenge. The pursuit of better economic opportunities on the mainland has resulted in a decrease in school enrollment in Puerto Rico and a loss of talent in the classrooms. This trend negatively impacts schools and, ultimately, the quality of education provided on the island. This is compounded by poor working conditions for educational staff as well as a lack of investment in the professionalization and training of teachers.
The lack of equal educational opportunities is another critical issue. The fact that Puerto Ricans do not have access to the same resources and educational programs as other United States citizens has led to significant disparities in access to quality education, perpetuating inequality. This is evident in the exclusion of standardized test results in Puerto Rico from national compilation. The implementation of federally imposed educational standards and standardized assessments does not always consider the peculiarities of Puerto Rico’s educational system. This can lead to unfair assessments and the imposition of inappropriate measures that do not adapt to the island’s reality. Special education and support for students with disabilities have also faced challenges, such as the lack of resources and trained personnel to provide the necessary support.
Reparation of a fence at the Escuela República del Perú in Puerto Rico, on November 8, 2018. Photo by Ruben Diaz Jr. Via Flickr
The efforts to restore the Education System
The uncertainty surrounding the political status of Puerto Rico has influenced the stability and educational policies and created additional challenges in long-term planning and decision-making. However, in May of this year, the federal administration initiated a program to decentralize the Puerto Rican educational system, which should be viewed as the beginning of sustainable efforts to ensure a dignified education in Puerto Rico. This is in response to the imminent educational crisis affecting Puerto Rico, which must be addressed regardless of the territory’s political future.
The Biden-Harris Administration has played a significant role in supporting Puerto Rico’s education, providing substantial funding through the American Rescue Plan Act and other programs. As stated by the U.S. Department of Education, public school teachers received a 30% salary increase, school repairs were expedited, and technical assistance was provided to improve the management of federal programs and funds. This move towards decentralization is seen as a historic commitment by the government of Puerto Rico to create a 21st-century educational system that better prepares students for the future. So far, $4.9 billion has been allocated to Puerto Rico since taking office. This includes $3 billion from the American Rescue Plan Act and $1.2 billion from the Coronavirus Response and Relief Supplemental Appropriations Act -CRRSA- 2021.
The Future
As challenges in infrastructure, inequality, and quality persist, the future of this education system and its ability to create better opportunities and outcomes for its students is largely dependent on the future stance of the US towards Puerto Rico. The Biden administration has made promises of a better, more equitable relationship between Puerto Rico and the mainland U.S., but it remains to be seen whether those are implemented in practice. According to Chris de Soto, a Senior Advisor of the Office of the US Secretary of Education,
“Following two natural disasters and a global pandemic, it is critical that trust is rebuilt with students and families across the island. The public should be aware of how federal funds are contributing to the educational recovery of their schools and actually see the benefits in classrooms across the island. While progress has been made, we know there is more work to do.”
In recent years, US funding to the Puerto Rican education system has increased. In 2022, Puerto Rico’s education system received federal aid funds amounting to $2.62 billion which is five times higher than education funding allocated to Utah, a state with a similar population size, highlighting the US government’s understanding that the Puerto Rican education system is in a more dire situation than the mainland U.S. The key focus remains the prioritization of educational investment in mitigation and contingency plans to strengthen the resilience of the population against the imminent risk of being struck again by natural disasters. Indeed, Puerto Rico’s education system has endured challenges, the reason why the commitment of authorities to a brighter future for the next generations has to remain unwavering.
References
Ayala, C. J., & Bernabe, R. (2009). Puerto Rico in the American Century. University of North Carolina Press.
Caban, P. (2018, May 17) “PROMESA, Puerto Rico and the American Empire” Latin American, Caribbean, and U.S. Latino Studies Faculty Scholarship. 33. https://scholarsarchive.library.albany.edu/lacs_fac_scholar/33
De Soto, C. (2022, June 7). Focusing Efforts for Educational System Improvements in Puerto Rico. Home Room: the Official Blog of the US Department of Education. https://blog.ed.gov/2022/06/focusing-efforts-for-educational-system-improvements-in-puerto-rico/
Dr. José Caraballo Cueto. (n.d.). DESIGUALDAD SOCIAL EN PUERTO RICO VS. EL MUNDO. NOTAS DEL CENTRO DE INFORMACIÓN CENSAL (CIC) Universidad de Puerto Rico em Cayey, número 29https://www.upr.edu/iii-cayey/?mdocs-file=1405
Marcus, J. (2021, April 8). In Puerto Rico, the odds are against high school grads who want to go to college. The Hechinger Report. https://hechingerreport.org/in-puerto-rico-the-odds-are-against-high-school-grads-who-want-to-go-to-college
Semega, J. (2021, October 8). Income and poverty in the United States: 2017. Census.gov. https://www.census.gov/data/tables/2018/demo/income-poverty/p60-263.html
Niger, a nation at the crossroads of West Africa, has recently commanded global attention for its intricate political climate. While the headlines often focus on the country’s political struggles, this article aims to delve into a critical issue that silently shapes the lives of its citizens—educational challenges. With a population nearing 27 million and a GDP largely dependent on agriculture, Niger faces a complex confluence of factors contributing to a dire state of education.
The World Bank’s stark revelation that over 10 million Nigeriens live in extreme poverty sets the stage for understanding the multifaceted hurdles obstructing the educational journey for its youth. From a fluctuating political climate and economic fragility to the struggles of child labor, early marriages, and pervasive poverty, the country grapples with a daunting array of obstacles.
Despite commendable governmental efforts, including free primary education and mandatory schooling, the persistently low literacy rates underscore a deeper, systemic crisis. This article navigates through the intricacies of Niger’s educational challenges, shedding light on the interplay of socio-economic dynamics, gender inequality, and regional violence that collectively form a barrier to the realization of quality education for the nation’s youth.
Niger is a country in Western Africa with a population reaching almost 27 million people in 2023, with the largest number of citizens located in its capital Niamey.[i] Niger’s GDP is estimated to 15 billion USD, which is largely due to poor diversification of its economy, with agriculture taking up 40%.[ii] According to the World Bank, more than 10 million people in Niger live in extreme poverty.[iii] Fluctuating political climate, poverty, bad economy, child labour and early marriages are all factors contributing to the educational challenges in the country.[iv] As a result, Niger is a country rating dangerously low with regards to quality of education with a literacy rate of 37.34% in 2021.[v]
Low school attendance
The poor state of the educational system in Niger is not evidence of lack of efforts by the government which has tried to pursue educational development throughout the years. For example, in the 2000s Niger made primary education free for students to encourage the number of children enrolling in educational institutions.[vi] Furthermore, schooling for children is mandatory until age 15, which is the end of the first cycle of secondary education.[vii] However, over 50% of children between the ages of 7 and 16 are not enrolled in schools.[viii] Pre-school enrolment rate marks only 7%, while secondary school enrolment rate is below 60%.[ix] Even for the children enrolled in educational facilities, there is a high chance of dropping out due to lack of retention stemming from poor quality of teaching, poverty, lack of infrastructure.[x]
Poverty
Niger ranks at 189th out of 191 countries in United Nation’s Human Development reports and continues to be one of the poorest countries in the world according to UN’s Multidimensional Poverty Index.[xi] Violence and political instability also pose further difficulties when it comes to income opportunities.
The United Nations Food program estimates roughly 2 million people in Niger are food insecure with that number continuing to rise during lean season.[xii] Hunger poses a significant challenge to educational development. When children are not sure where their next meal will come from, their priority is not set on furthering their education, but rather on their survival. Children cannot be expected to retain focus on school when they are dealing with malnutrition. Furthermore, many parents make the decision to pull their children from school in order for them to work as for most families in rural areas, this is the only way to ensure the family’s survival.[xiii]
Violence
Since 2018 the region of Tillabéri has suffered massive attacks on civilian population as violence has overspilled from neighbouring conflicts in Mali and Burkina Faso.[xiv] The attacks led to civilian deaths as well as displacement of the population in the region.[xv] The uncertainty of the situation and the spread of violence has had negative impact on education in Niger.
According to the Norwegian Refugee Council 900 educational facilities have been closed due to the attacks.[xvi] Closed schools and displacement are not the only educational challenges stemming from the widespread violence. Due to the displacement many children have no access to essential documentation required for them to start school, such as birth certificates or other identification documents.[xvii] The violence also causes severe mental trauma to children, which can then affect their ability to learn and their focus in school.
Gender inequality
While access to education is a problem for most children in Niger, minority groups face disproportionate disadvantages when it comes to their education. Young girls, especially ones living in rural areas and ones with lower socio-economic status often face disproportionate challenges due to gender inequality. Only 4 out of 10 girls reach sixth grade in Niger, before being forced to drop out of school as a result of financial difficulties.
Another prominent issue which consequently leads to educational challenges among girls is child marriage. In Niger, marrying very young is often interpreted as a way to increase one’s economic and financial status and to secure inheritance.[xviii] Due to poverty, many families marry off their girls to wealthy men as a form of survival mechanism.[xix]
While child marriage is a problem for both young girls and boys, it is an issue more prevalent among girls. While only 6 percent of Nigerien boys are married before the age of 18, for girls that percentage is vastly higher at 76%.[xx] 28% percent of girls in Niger are married before the age of 15.[xxi] The issue is often exacerbated by gender norms, which perpetuate that women and girls’ role is to be mothers and wives.[xxii] Therefore, the focus for young girls in Niger is not on education, but rather on creating a family. Child marriages are not only the cause for challenges in education, but are also linked to slow economic growth.[xxiii]
According to the World Bank, high fertility, which is defined to be five or more births for a woman, not only poses health risks for both the mother and the children, but is also linked to economic decline. For example, due to rapid population increase, the number of poor people within the state rises and consequently the state cannot deal with the higher demand for investments in education and health services.[xxiv]
Niger, however, has made significant efforts to deal with the problem. For example, they have vowed to abolish child marriages and have created campaigns promoting education for young girls.[xxv] In 2017, the Government passed a decree to keep young girls in schools. The decree allows for pregnant and/or married students to stay in school and for adolescent mothers to return to school after giving birth.[xxvi]
Child labour
Child labour is a prevalent issue in Niger, one that also contributes to educational challenges in the country. Many children are pulled from school and forced to work due to extreme poverty in the country. Child labour is common in villages where children are employed in family farms. They often perform agricultural tasks such as herding of livestock, production of vegetables and grain and fishing. Child labour is also common in the mining industry as well as in public services. According to UNESCO 42% of children between the ages of 5 and 14 work in Niger. However, only 22% combine work and school. It is reported that even children at the age of 6 are forced to work.
All of these factors pose significant educational challenges for young people in Niger. The conflicting political climate and violence spills from surrounding countries pose significant hurdles to children trying to attend schools. Physical and mental trauma from displacement and violent climate have severe negative impacts on focus in school and attendance. Attendance is further hindered by extreme poverty in the region, forcing children to drop out and work to keep their families afloat or ensure their own survival. Child labour continues to be a common practice due to the poverty levels in the country as children from all ages are pulled out of schools and forced to work. From 5 years old, roughly half of the children between ages 5 and 14 work in Niger.
Alongside all of these hurdles, certain more vulnerable groups face additional challenges when it comes to their education. Young girls face disproportionate challenges due to gender inequality. They are often pushed into child marriages as survival mechanism, meant to ensure escape from poverty. The focus of young girls is then directed towards finding a husband and creating a family, instead of receiving quality education or any education at all. It is clear that children in Niger face a lot of challenges in their daily lives which are interconnected and combined in a vicious cycle. This cycle also affects their education and can lead to detrimental impacts on their further development and adult life.
In conclusion, Niger grapples with a complex web of challenges that severely impact the educational landscape for its citizens. Despite commendable efforts by the government, exemplified by initiatives such as free primary education, mandatory schooling until age 15, and campaigns to combat child marriages, the reality on the ground remains harsh. Addressing these interconnected issues is crucial not only for the immediate well-being of the younger generation but also for the long-term socio-economic development of the nation. It demands comprehensive and sustained efforts, both domestically and internationally, to break the vicious cycle and provide the children of Niger with a meaningful chance at a brighter future.
Education in the British Virgin Islands (BVI) has been marred by various challenges that have significantly impacted both students and teachers. These challenges encompass issues related to school infrastructure, teacher shortages, limited resources, inadequate funding, and the need for educational reform. This article delves into the educational challenges faced by the BVI, provides a historical context of education in the territory, and offers in-depth analysis of the impact and potential solutions to these issues.
Background: Development of Education in the British Virgin Islands
The development of education in the BVI can be traced back to the mid-19th century when the first government-supported schools were established. These schools aimed to provide basic education to the local population. Over the years, the BVI has made significant strides in expanding educational opportunities and ensuring access to quality education for all residents. However, the educational system has faced persistent challenges that have hindered its progress.
While the BVI has made efforts to provide accessible and quality education to its residents, the education system still faces significant challenges. The territory’s small size and limited resources pose inherent constraints. Additionally, the geographical dispersion of the islands further complicates the delivery of education services. These factors, coupled with historical underinvestment in education, have resulted in a system struggling to meet the needs of its students and teachers.
Infrastructure Challenges: Deteriorating School Facilities
One of the major challenges faced by schools in the BVI is the deteriorating condition of their facilities. Many schools suffer from inadequate electrical and internet infrastructure, poor ventilation systems leading to mouldy air conditioning units, and insufficient waste disposal accommodations. These infrastructure deficiencies have persisted for a long time and have had a detrimental impact on the learning environment for both teachers and students.
The poor state of school facilities has wide-ranging implications for education in the BVI. Inadequate infrastructure hampers the delivery of quality education and creates an unfavourable learning environment. Uncomfortable classrooms, lack of proper ventilation, and unreliable internet connectivity hinder effective teaching and learning. Moreover, the lack of proper waste disposal facilities not only poses health and environmental hazards but also affects the overall cleanliness and hygiene of the schools, thus impacting the well-being of students and teachers.
Virgin Islands School Children, Roadtown, Tortola. Image via Flickr by @cowboysolo.
Wider Impact: Challenges Beyond a Single School
The challenges faced by the BVI’s education system extend beyond a single school. The Joyce Samuel Primary School, for example, experienced delays in its opening due to incomplete repairs. Teachers from various schools have reported issues such as excessive heat, mould, overflowing trash cans, overgrown grass, equipment shortages, internet problems, and electrical failures. These challenges are particularly concerning considering the hardships that students have already endured due to the aftermath of Hurricane Irma and the ongoing Covid-19 pandemic.
The cumulative impact of these challenges has been detrimental to the quality of education in the BVI. Students and teachers are forced to navigate substandard learning environments, hindering academic progress and overall well-being. The constant disruptions caused by infrastructure deficiencies and other related challenges further exacerbate the difficulties faced by students, impeding their ability to thrive and reach their full potential.
Government Response: Mixed Reactions and Funding Constraints
The government’s response to the educational challenges has been met with mixed reactions. Premier Dr. Natalio Wheatley attributed the problems to communication gaps, stating that he was not fully aware of the extent of the issues. However, the Teachers Union President, Sean Henry, contradicted this claim, asserting that the government has been neglecting these problems for an extended period. The situation is further exacerbated by a lack of sufficient funding, which has been a persistent issue even before Hurricane Irma struck in 2017. The hurricane worsened the existing problems, and the subsequent recovery efforts did not provide adequate funding to address the extensive damages suffered by the educational infrastructure.
The government’s limited financial resources have constrained its ability to adequately address the educational challenges. Prioritizing and allocating sufficient funding for education is crucial for implementing meaningful reforms and addressing infrastructure deficiencies. However, competing priorities and budgetary constraints have made it difficult for the government to allocate the necessary resources to meet the needs of the educational system.
Consequences: Impact on Behaviour and Teacher Shortages
The challenges faced by the BVI’s education system have far-reaching consequences. Inadequate facilities and learning environments contribute to behavioural problems among students, making it difficult for teachers to maintain discipline and create an effective learning environment. Minister Sharie de Castro has publicly acknowledged instances of extreme misconduct in schools, including fights, weapon possession, and drug and alcohol use. Uncomfortable classrooms and subpar facilities not only hamper effective teaching and learning but also contribute to a shortage of teachers in the territory.
The shortage of qualified teachers is a critical issue that further compounds the challenges faced by the BVI’s education system. Low salaries, limited career advancement opportunities, and challenging working conditions have contributed to teachers leaving the profession or seeking employment opportunities elsewhere. The departure of experienced teachers and the difficulty in attracting new teachers have created a significant gap in the education workforce, impacting the quality of education provided to students.
School Girls, Roadtown, Tortola. Image via Flickr by @cowboysolo.
Addressing the Challenges: Prioritizing Education and Funding
To overcome the educational challenges in the BVI, it is crucial for the government to prioritize education and allocate sufficient funding. Investment in school infrastructure is paramount to providing safe and conducive learning environments for students. Adequate funding should be allocated to address the infrastructure deficiencies, such as electrical and internet infrastructure, ventilation systems, waste disposal accommodations, and the provision of necessary resources for teachers.
In addition to infrastructure improvements, the government must focus on addressing teacher shortages. Competitive remuneration packages, professional development opportunities, and improved working conditions can help attract and retain qualified teachers. Furthermore, targeted recruitment strategies, including partnerships with educational institutions, can help bridge the gap in teacher supply.
Collaboration and Long-Term Solutions
The challenges faced by the BVI’s education system require collaboration among government entities, schools, teachers, and other stakeholders. Effective communication channels should be established to ensure that concerns are promptly addressed, and resources are allocated efficiently. Stakeholder engagement and input should be sought to develop and implement comprehensive plans for improving the educational system. Collective action is essential to finding long-term solutions that will provide a better education for the students of the British Virgin Islands.
Long-term solutions should focus on holistic educational reform, including curriculum enhancements, teacher professional development, and the integration of technology in the learning process. The government should actively engage with teachers, parents, and students to identify areas for improvement and develop evidence-based policies and strategies. Regular assessment and monitoring mechanisms should be implemented to track progress and make necessary adjustments.
Conclusion: Prioritizing Education for a Brighter Future
The British Virgin Islands has a unique opportunity to transform its educational landscape and provide quality education to all its students. By prioritizing education, investing in infrastructure, supporting teachers, and fostering a culture of excellence, the BVI can overcome its current challenges and create a brighter future for its students. Education is the key to unlocking the potential of individuals and driving the progress of a nation, and it is crucial that the BVI prioritizes the well-being and development of its future generations.
In conclusion, the educational challenges faced by the BVI are multifaceted and require comprehensive solutions. By addressing infrastructure deficiencies, tackling teacher shortages, and allocating sufficient funding, the BVI can pave the way for a brighter future for its students. It is imperative for all stakeholders, including the government, schools, teachers, and the community, to work together to overcome these challenges and provide a quality education that empowers the territory’s students to thrive and contribute to the growth and development of the British Virgin Islands.
References:
Beacon, B. (2023, September 26). Editorial: As school resumes, students deserve better – the BVI beacon. The BVI Beacon – “The light that comes from wisdom never goes out.” https://www.bvibeacon.com/editorial-as-school-resumes-students-deserve-better/
Beacon, T. B. (2023, May 12). Virgin islands delegation attends Education Forum – the BVI beacon. The BVI Beacon – “The light that comes from wisdom never goes out.” https://www.bvibeacon.com/virgin-islands-delegation-attends-education-forum/
ESHS sit-in: Officials unhappy over lack of communication. Virgin Islands Platinum News … BVI Daily News You Can Count On. (n.d.). https://www.bviplatinum.com/news.php?articleid=34915
ESHS teachers protest longstanding issues at school. BVI News. (2023, September 18). https://bvinews.com/eshs-teachers-protest-longstanding-issues-at-school/
Haynes, K. (2023, June 8). Teacher vacancies are alarmingly high – will this impact new school year?. 284 Media – News from the BVI. https://www.284media.com/local/2023/06/08/teacher-vacancies-are-alarmingly-high-will-this-impact-new-school-year/
Kampa, D. (2023, September 20). Students head back to class – the BVI beacon. The BVI Beacon – “The light that comes from wisdom never goes out.” https://www.bvibeacon.com/students-head-back-to-class-2/
Non-state actors in education. British Virgin Islands | NON-STATE ACTORS IN EDUCATION | Education Profiles. (n.d.). https://education-profiles.org/latin-america-and-the-caribbean/british-virgin-islands/~non-state-actors-in-education
Remarks by acting chief education officer at educators professional day: Government of the Virgin Islands. Remarks by Acting Chief Education Officer at Educators Professional Day | Government of the Virgin Islands. (n.d.). https://bvi.gov.vg/media-centre/remarks-acting-chief-education-officer-educators-professional-day
Statement from the Ministry of Education in response to industrial action at the elmore stoutt high school: Government of the Virgin Islands. Statement From the Ministry of Education in Response to Industrial Action at The Elmore Stoutt High School | Government of the Virgin Islands. (n.d.). https://bvi.gov.vg/media-centre/statement-ministry-education-response-industrial-action-elmore-stoutt-high-school
Canada is a wealthy country with rich natural resources and one of the highest GDPs in the world. Behind this wealth, however, lie deep inequalities in access to quality education. These barriers to education are not always confined to school buildings, as Indigenous peoples of Canada experience the impacts of Canada’s colonial past today. Other challenges in education include sexual abuse of kids, food insecurity, and lack of housing for post-secondary students. Addressing these challenges proves difficult as the three levels of the government – federal, provincial, and municipal, are each responsible for some of them. Taking effective and quick action, however, is a challenge for the Canadian bureaucracy. Government levels sometimes pass the responsibility for an issue back and forth, causing confusion among Canadians about who is responsible for what.
Access to Education for Indigenous Peoples of Canada
To understand why the Indigenous education system is especially troubled, it’s essential to investigate the historical injustices they suffered. Indigenous peoples (also referred to as “Aboriginal peoples”) are native to the land that we today call Canada. The colonization of the land began in the 16th century with the arrival of British and French colonizers. Indigenous peoples were called “savages” and were believed to be “less civilized” than the European Canadians (“Lower Education”, 2023). Beginning in the early 17th century, various forms of schooling systems were set up (Gordon & White, 2014). The first systems created by the French settlers aimed to “Francize” the Indigenous peoples. While the British settlers initially formed alliances with the Indigenous peoples against the French and the Americans, later their policy shifted towards the same goal: “civilizing” them. Until 1951, Indigenous children were forcibly separated from their families and placed in residential schools, where they were prohibited from speaking their native languages and practicing their cultures, all to “reclaim” them from “a state of barbarism” (Wilson,1986, p. 66, as cited in Gordon & White, 2014). They received low-quality education and experienced physical, emotional, and sexual abuse (White & Peters, 2009 as cited in Gordon & White, 2014). When they returned home, they could no longer connect with their families or the non-Indigenous society (“What Is The Root Cause Of Indigenous Education Issues”, 2015). The last residential school was shut down in 1996, but the legacy of colonialism and negligence on the part of the federal government are still affecting Indigenous children.
Housing
Indigenous people experience a significantly higher rate of homelessness compared to the Canadian average (“Inadequate Housing And Crowded Living Conditions”, 2023). However, the issue of inadequate housing may have a closer connection to student success. Nearly 25 percent of Indigenous children under the age of 15 live in low-income households, which is double the percentage for non-Indigenous children (“Inadequate Housing And Crowded Living Conditions”, 2023). One implication of this situation is that some families are residing in homes that are too small for their needs. Indigenous students living in overcrowded houses may not get enough sleep and be able to study or do their homework in a quiet space. These, in turn, may impact their mental health, school success, and secondary education and employment prospects.
Graduation rates
The rate of high school completion of Indigenous children living on reserves, land reserved exclusively for the First Nations people, is low at 24 percent. This number was initially misrepresented by the Canadian government when it published a report presenting the rate as 46 percent (Coates, 2022). This calculation didn’t account for the students who had dropped out between grades 9 and 11. According to a report by the Auditor General of Canada, the Canadian government had also neglected its reporting responsibilities concerning Indigenous education, reporting on only 6 out of the 23 education results it had committed to report on (Office of the Auditor General of Canada, 2018).
While Indigenous children living off-reserve generally had better educational prospects compared to those on-reserve, their graduation rate from off-reserve provincial schools was still lower than that of non-Indigenous children. According to a 2021 report, the rate of on-time high school graduation from provincial schools in Saskatchewan was 88.7 percent. Among these students, the on-time graduation rate of Indigenous students was 44.7 percent (Clemett, 2023).
When it comes to post-secondary education, the data also highlights disparities. First Nations people, one of the three groups within the Indigenous population, have a post-secondary completion or recent attendance to a post-secondary institution rate of 37 percent, whereas the rate for non-Indigenous individuals is significantly higher at 72 percent (Layton, 2023).
Students, a former premier of British Columbia, a former British Columbia minister, and an Indigenous leader gathered around a bonfire. Image via Flickr by @bchovphotos.
School Funding and Resources
Many Indigenous students go to school in difficult circumstances and need extra support from the education system. Most on-reserve Indigenous students are not able to continue their studies without some, in some cases extensive, school-provided support or direct intervention (Coates, 2022). In most Canadian schools, perhaps 80 percent of students can succeed without school-based services or intervention. A significant number of on-reserve Indigenous students, sometimes one in three or more, however, require extensive support from their schools to succeed.
The ability of reserve schools to provide services to their students is, however, limited due to insufficient funding from the federal government. First Nations schools receive 30 percent less funding per student compared to other schools (Dart, n.d.). This leads to one obvious thing: Indigenous children are disadvantaged. They don’t have access to as many social workers, mental health professionals, and special education instructors. Alethea Wallace, a (former) principal of the Alexis School, a First Nation school, describes how inadequate funding impacts the school (Hampshire, n.d.). She says that the school is not able to offer art, drama, and music programs due to lack of funding. It also does not have a science lab or a computer lab. Parts of the school are utilized for unrelated purposes: the library and the janitor’s office as classrooms. Kristina Alexis, a student from the school, says her classroom hosts two classes at the same time where two teachers teach different subjects. Classes are overcrowded, and most classrooms are split among two grade levels.
Evan Taypotat, a former principal of Chief Kahkewistahaw Community School, and the current chief of the Kahkewistahaw First Nation, says “The average funding for a reserve kid is about $6,800 (Dart, n.d.). The funding for a kid in Broadview, which is about 10 minutes away, is $11,000.” Federal funding increases for reserve schools are capped at an annual 2 percent, which is lower than the inflation rate in Canada. There are two main issues that Indigenous leaders are currently seeking to resolve: gaining control over how federal education funding is allocated and advocating for more funding to match the funding other schools receive. Granting First Nations control over how the money is spent may allow them to implement more culturally appropriate systems.
A student bullying a classmate who’s sitting at her desk. Photo by RDNE Stock project from Pexels.
Racism, Exclusion, and Violence in School
A comprehensive 2023 report published by Children First Canada shows that bullying and violence among Canadian children have become serious threats to children’s well-being (Children First Canada, 2023). Students avoid visiting washrooms where they would get bullied, even if it means soiling themselves. Bullying mainly occurs at school or in online environments. The report highlights that 7 in 10 students between the ages of 15 and 17 experience bullying. Violence and hate speech remain pervasive problems in school and sports settings.
Most disabled students experience discrimination and exclusion. According to a 2022 report from the New Brunswick Office of the Child, Youth, and Seniors’ Advocate, only 1 in 5 disabled students feel like they belong, and they often feel unsafe at school (“Advocate Releases Office of the Child Report, 2022). Their participation in sports is also lower compared to their peers.
Jacqueline, a Jewish-Canadian high school student in Toronto says she experiences antisemitism as some people make references to Hitler or draw swastikas (Wong, 2023). She says that these acts are seen as funny among these people. She finds the Holocaust education at school insufficient in countering the hateful content that young people share online.
Sexual violence statistics are alarming. According to the 2022 report by the Canadian Centre for Child Protection, between 2017 and 2021, “at least 548 children and youth” in kindergarten to grade 12 “experienced an act of sexual nature made by 252 school personnel”, and 38 school personnel were criminally charged for offences related to illicit digital content involving minors (Children First Canada, 2023).
Religious students from Quebec who practice their faith face a discriminatory challenge due to a directive from the Quebec Education Minister, Bernard Drainville. This directive prohibited “any practice of religious activity” in schools and other education centres (Feith, 2023). According to a legal challenge in response to the ban, Muslim students had been praying in a designated area in a school for months with no issues. The father of a Muslim student in Quebec says that his child is now forced to pray in secret, without knowing the consequences if he’s found praying at school.
Workers handling food hampers. Image via Flickr, by @bcgovphotos.
Food Insecurity
Canada is the only G7 country that doesn’t have a national school food program (Alphonso, 2023). Many Canadian students rely on food programs that are funded by provinces and charities. One in five, or roughly a million students, are receiving assistance in the form of meals and snacks. An educational assistant in an Ontario school says that some students would not be able to come to school if the school didn’t provide food hampers. The charity working with the school says the increasing demand strains their budget. Black and off-reserve Indigenous children are more likely to live in food-insecure households than their White counterparts (Children First Canada, 2023).
Post-secondary affordability
The rising cost of living is leaving university students unable to afford food and rent. More than 60% of university students reported earning less than 20,000 dollars a year, and almost 3 in 4 students (72%) reported allocating 30% or more of their income to paying rent (Cameron et.al., 2023). Centre for Addiction and Mental Health states that there’s a “critical” lack of affordable housing in Canada (“Housing and Mental Health Policy Framework”, 2022). Mateusz, a University of Calgary Student’s Union representative, says that the university is being irresponsible by admitting too many students without supplying housing (Tran, 2023). He says that rents are skyrocketing and argues there’s a housing crisis (Kaufmann, 2023). There have been students who lived in their cars in Calgary due to the housing shortage, he adds. Some students were only able to find housing in remote areas, where commuting to the campus became an issue (Derworiz, 2023). In addition, two in five university students experience food insecurity, more than half of them reported they could only afford low-quality food, and 1 in 6 students said they had days where they couldn’t eat at all.
Concluding Remarks and Recommendations
Indigenous peoples’ rights are protected by international law, most prominently under the United Nations Declaration on the Rights of Indigenous People. Canada’s Truth and Reconciliation Commission (TRC) was an important step in the right direction. It was a government initiative that was mandated to collect testimonies from the victims of the Residential School System. It helped create public awareness and encouraged further action to reconcile with the Indigenous peoples. Jack Harris, a former National Democratic Party Member of Parliament, cites Canada’s poor Indigenous rights record as one of the potential reasons why Canada lost its 2020 bid for a temporary seat at the United Nations Security Council (Harris, 2020). Providing Indigenous communities with the necessary legal and material tools to offer culture-appropriate and high-quality education should be Canada’s priority.
Another significant challenge seems to be the increasing cost of living. More post-secondary students experience food and housing insecurity, two things people shouldn’t have to worry about when pursuing higher education. From students living in their cars to students living in overcrowded houses, the high cost of living in Canada is taking a toll on students’ well-being. Better student loans and grants and more student residences provided by the universities can help.
References
Alphonso, C. (2023, March 15). With food costs soaring and no national program, Canadian schools struggle to feed students. The Globe and Mail. https://www.theglobeandmail.com/canada/article-school-food-programs-rising-costs/
Cameron, A. C., Grant, R., Kemle, A. (2023, August 16). Living in the Red. Canadian Alliance of Student Associations. https://assets.nationbuilder.com/casaacae/pages/3587/attachments/original/1692213033/LivingInTheRed.pdf?1692213033
Center for Addiction and Mental Health. (2022, February). Housing and Mental Health Policy Framework. Center for Addiction and Mental Health. https://www.camh.ca/-/media/files/pdfs—public-policy-submissions/housing-policy-framework-pdf.pdf
Children First Canada. (2023, August). Top 10 Threats to Childhood in Canada. Children First Canada. https://childrenfirstcanada.org/wp-content/uploads/2023/08/Raising-Canada-2023_V1d.pdf
Clemett, T. (2023, June). Report of the Provincial Auditor to the Legislative Assembly of Saskatchewan. Provincial Auditor of Saskatchewan. https://auditor.sk.ca/pub/publications/public_reports/2023/Volume%201/2023-report-volume-1.pdf
Coates, K. (2022, May 18). Indigenous education can and must be fixed: Ken Coates for Inside Policy. Macdonald-Laurier Institute. https://macdonaldlaurier.ca/indigenous-education-can-and-must-be-fixed-ken-coates-for-inside-policy/
Dart, C. First Nations Schools Are Chronically Underfunded. CBC Docs. https://www.cbc.ca/cbcdocspov/features/first-nations-schools-are-chronically-underfunded
Derworiz, C. (2023, August 26). University students struggling to find housing amid affordability crisis. Global News. https://globalnews.ca/news/9921724/university-students-housing-affordability-crisis/
Feith, J. (2023, June 13). Quebec’s school prayer ban infringes on religious rights, groups argue. Montreal Gazette. https://montrealgazette.com/news/quebec/groups-challenge-quebec-school-prayer-ban-in-court
Gordon, C. E., White, J. P. (2014). Indigenous Educational Attainment in Canada. The International Indigenous Policy Journal, 5(3). DOI:10.18584/iipj.2014.5.3.6
Hampshire, G. Alexis School. CBC News. https://www.cbc.ca/news2/interactives/gradingthegap/alexis.html
Indigenous Corporate Training Inc. (2015, April 8). What Is The Root Cause Of Indigenous Education Issues. Indigenous Corporate Training Inc. https://www.ictinc.ca/blog/what-is-the-root-cause-of-indigenous-education-issues
Indigenous Corporate Training Inc. (2023, February 28). Inadequate Housing And Crowded Living Conditions – #3 Of 8 Key Issues. Indigenous Corporate Training Inc. https://www.ictinc.ca/blog/inadequate-housing-3-of-8-key-issues
Indigenous Corporate Training Inc. (2023, January 31). Lower Education – #2 Of 8 Key Issues For Indigenous Peoples In Canada. Indigenous Corporate Training Inc. https://www.ictinc.ca/blog/lower-education-2-of-8-key-issues
Kaufmann, B. (2023, July 12). ‘Living in cars’: U of C students face worsening housing shortage. Calgary Herald. https://calgaryherald.com/news/local-news/living-in-cars-u-of-c-students-face-worsening-housing-shortage
Layton, J. (2023, June 21). First Nations youth: Experiences and outcomes in secondary and postsecondary learning. Statistics Canada. https://www150.statcan.gc.ca/n1/en/pub/81-599-x/81-599-x2023001-eng.pdf?st=r2KEXQZ0
Office of the Auditor General of Canada. (2018, April 11). Report 5—Socio-economic Gaps on First Nations Reserves—Indigenous Services Canada. Office of the Auditor General of Canada. https://www.oag-bvg.gc.ca/internet/English/parl_oag_201805_05_e_43037.html
Office of the Child, Youth and Seniors’ Advocate. (2022, 21 June). Advocate Releases Office of the Child Report. New Brunswick Canada. https://www2.gnb.ca/content/gnb/en/news/news_release.2022.06.0328.html
Tran, P. (2023, July 12). University of Calgary Students’ Union pushes for affordable housing as rents rise. Global News. https://globalnews.ca/news/9825799/university-of-calgary-students-housing-insecure/
Wong, J. (2022, November 3). Antisemitic conspiracies are rampant online. Students, experts share how to combat them. CBC News. https://www.cbc.ca/news/canada/education-antisemitism-socialmedia-1.6636739
Gambia is a small country located in the West of Africa. Like many developing nations, it has made progress in enhancing its educational system. Gambia has dedicated resources to making education accessible and affordable. This ensures that every child in Gambia can gain knowledge and impact society in one way or another. This is because education is said to be the beacon of development for every nation, and it should be provided to everyone for free and without discrimination. The fourth Sustainable Development Goal further echoes this, stating that everyone should receive an equitable, accessible, and high-quality education. This aligns with the Gambian government’s educationalpolicy, emphasising basic education is a right.
Educational Challenges in Gambia
Education, just like numerous sectors, is not without itschallenges. Several obstacles must be overcome to give all citizens access to high-quality education. As of 2023, Gambia faces several educational challenges that demand immediate attention and creative solutions. This article explores the most recent data on Gambia’s educational issues. It also examines their underlying causes and puts forth potential solutions. These challenges include-:
• Lack of Qualified and Experienced Teachers in Gambia
In Gambia, the lack of qualified teachers is a serious problem. Many teachers are not adequately trained or qualified to provide aneffective education. Only 57% of primary school teachers in Gambia are trained, this is according to a 2021 World Bank report. This shortage has an impact on the educationquality. It further raises student-teacher ratios, making providing individualised care and support harder. This has also been reported to cause compromised learning outcomes. Furthermore, a lack of professional development opportunities and adequate training for many teachers in Gambia has made it difficult for them to engage students and impart knowledge.
• Cultural Restriction
Cultural restrictions and values in Gambiarestrict both boys’ and girls’ educational opportunities at the community and family levels. These cultural norms include early marriage. It is more valued than education and career advancement in Gambia. Secondary education for girls is also highly compromised as some families push their teenage daughters to early marriage. They also move their teenage boys to Europe for riches to support their families due to the cultural expectation that boys are the family breadwinners.
• Inadequate Infrastructure and Resources
Inadequate school infrastructure and resources are among the main barriers to quality education inGambia. Many educational institutions struggle with outdated infrastructure, crammed classrooms, and a lack of basic supplies like textbooks, writing aids, and technological resources. The issue is made worse by the lack of access to facilities such as laboratories, which negatively affects the student’s learning capabilities. This makes the learning environment less than ideal, resulting in difficulty in understanding concepts.
• Outdated curriculum
The educational system in Gambia has come under fire for having an out-of-date curriculum that is only loosely in line with the needs of the nation’s development. Students’ capacity to effectively apply knowledge is constrained by the traditional rote learning techniques used in many schools, which impede the development of critical thinking and problem-solving abilities.
• Poor funding
Despite the significance of education, The Gambian educational sector receives little funding compared to other sectors. The lack of financial support hinders the provision of essential resources, the implementation of necessary reforms, and adequate teacher pay.
• Lack of access to education
The issue of access to education is one of the significant difficulties the Gambian educational system is currently facing. Disparities continue, especially between rural and urban areas, despite efforts to raise enrolment rates. According to the UNESCO Institute for Statistics, the net enrolment rate in primary education was 72% in 2021. In addition, there are still gender gaps, with fewer girls having access to education because of social and cultural constraints.
• To address the issue of lack of qualified and experienced teachers
The government must place a high priority on hiring, preparing, and keeping teachers to address the issue of the lack of qualified teachers in the nation. Competent educators can be attracted and retained by providing them competitive pay, professional development opportunities, and incentives for working in remote locations. The quality of education in the nation can also be improved by working with more international organisations and governments to offer teacher exchange and training programmes.
• To address cultural restriction.
The Gambian society can overcome this obstacle and find common ground by encouraging intercultural communication and empathy, debunking myths and fostering an open-minded and conducive learning environment. This can be accomplished through programmes that promote cultural exchange and diversity.
• To address the inadequate infrastructure and resources
To address this issue, more funds must be put into educational infrastructure and enough textbooks, technology, and sanitary facilities to create an environment conducive to learning.Partnerships between the public and private sectors can be crucial for giving schools the required tools and resources. Examining digital learning options can also increase access to educational materials and close the resource gap in remote areas.
• To address the outdated curriculum
The government should concentrate on curriculum reform and emphasise a practical and skill-based approach to education to raise the standard of instruction. A deeper understanding of subjects can be promoted by incorporating interactive learning tools, technology, and contemporary teaching methods.
• To address poor funding
Support for increased educational funding and effective budget allocation is required to address this issue. The government must prioritise education in its national budget and seek outside funding by forming alliances with international organisations and donor nations. An increase in the national budget’s education allocation is required to ensure sufficient funding for schools, teacher salaries, and educational development initiatives. Additionally, to maximise the impact of the funds, their management must be open and effective.Gambia can foster sustainable development and economic growth by increasing its investment in education.
• To address access to education
The Gambian government must focus on improving the infrastructure in rural areas and implementpolicies to support gender equality in education to address this issue successfully. The support and resources provided by Non-Governmental Organizations and international organisations are also essential in enhancing vulnerable groups’ access to education.
Conclusion
The education system in Gambia faces serious issues that require urgent attention and coordinated efforts from the government, civil society, and international partners.Gambia can create a robust educational system that empowers its people and advances sustainable development by addressing these problems. It can also pave the way for a better future for the Gambian people.
References
Lynch, M. (2023) the 20 Biggest Challenges Facing Education In 2023.
This report drafted by Broken Chalk contributes to the fourth cycle of the Universal Periodic Review (UPR) for the Republic of North Macedonia. This report focuses exclusively on human rights issues in North Macedonia’s education field.
The Balkan country of North Macedonia has made remarkable educational progress since gaining independence in 1991. Despite a decade of complicated development in the years following independence, due firstly to the conflicts in former Yugoslavia and Kosovo and then to tensions with Bulgaria and Greece over its own identity, North Macedonia has developed a more proactive policy over the past decade. The country is one of the founders of the Open Balkan Initiative, which aims to bring the countries of the southern Balkans closer together economically and culturally. The improvement in bilateral relations with Greece in 2018, with the Prespa agreements, has raised hopes of reducing regional tensions. This new climate is favourable for creating new initiatives to strengthen cooperation in culture and education. A few Erasmus programs are offered between North Macedonian and other European universities. University exchanges with neighbouring countries, including members of the Open Balkans initiative and the European Union, are the best way to reduce tensions in the Western Balkans by bringing young people together in dialogue.
The country’s literacy rate, although below the European Union average (98.7%), is ahead of other developed countries such as Greece (97.7%) and Singapore (96.8%). 2002, the literacy rate was 96%, compared with 98.1% in 2015. The female literacy rate rose from 90.93% in 1994 to 96.70% twenty years later in 2014. In addition to these results, public spending on education fell from 3. 30% in 2002 to 3.7% in 2016. Moreover, in general, the education budget in North Macedonia has systematically lost since it gained independence in 1991 (4.7% of GDP in 1992). Education is compulsory from the age of 6 up to 15, which is lower than in Western European countries, where schooling lasts, on average, until the age of 16 [i]. School dropout rates vary from one category of the population to another. North Macedonia is ethnically diverse: 26% Albanian, 3.41% Turkish-speaking and 2.53% Roma. The Roma are the primary school dropout victims despite forming only a small ethnic minority.
The North Macedonian curriculum is similar to that of OECD countries. Higher education and research and development have received little attention from the North Macedonian public authorities: the budget for higher education has fallen from 1.1% in 2010 to 0.8% in 2021. Higher education is neither free nor fully covered by the state. Students are eligible for grants based not on income but on academic performance. Students are categorised into “state-funded” or “self-funded” groups based on their prior academic performance. State-funded students, representing high-achieving individuals, contribute partially to their education costs and pay administrative fees. Special exemptions exist for disadvantaged groups like disabled individuals, unemployed youths, and security force families, and their number is capped. Self-funded students follow a fixed tuition fee model. Similar fees are applied to students in short-cycle higher education programs. So, even if this system is meritocratic in principle, it excludes students whose families do not have the means to pay for private tuition or don’t attach much importance to reading or culture. [ii]
[vi] Staletović, Branimir; Pollozhani, Lura, “To resist or not to resist: “Skopje 2014” and the politics of contention in North Macedonia”, East European Politics, November 2022.
This report drafted by Broken Chalk contributes to the fourth cycle of the Universal Periodic Review (UPR) for the State of Eritrea. This report focuses exclusively on human rights issues in Eritrea’s education field.
During the last decade, Eritrea presented a good evolution in its complex education system. The progress demonstrated in its previous comprehensive evaluation highlighted achievements and improvement areas. The 2012 educational reform, known as the “Education Sector Development Plan (ESDP 2012 – 2017),” made notable strides in equitable access to education, especially for socially disadvantaged groups like nomadic communities and those in rural areas.
Since the end of the civil war 1993, the country has stabilised macro policy objectives for education, and the current National Education Sector Plan of 2018 – 2022 of the Ministry of Education reconfirmed the strategy policies. Focusing on three main areas or pillars for the education system: first, the “development of a population equipped with necessary skills, knowledge and culture for a self-reliant and modern economy”; second, the “development of self-consciousness and self-motivation in the population to fight disease, attendant causes of backwardness and ignorance”; and third “provision of basic education to all, regardless of their ethnic origin, sex and religion”[i].
Improvement in various metrics has been reported, such as a 6.6% increase in enrollments in pre-primary schools and an 8.5% rise in the number of such schools. The emphasis on mother-tongue instruction has been pivotal in primary education, with over 349,753 students enrolled nationwide. Eritrea’s educational policy emphasises universal primary education through the mother tongue, promoting language equality and benefiting 349,753 students, 45% of whom are girls. The advances have resulted in a 1.3% rise in rural schools and enhanced opportunities for girls and nomadic communities, with specialised workshops fostering strategy development for these segments.[ii]
Among Eritrea’s concerns is enhancing efforts to guarantee girls’ rights to education and provide them with a higher level of education. Expenditure on education has fluctuated over the years, representing 4% of the country’s GDP, underlining the government’s commitment to providing free education at all levels[iii].
Concerning gender equality in educational institutions, Eritrea has disclosed a coefficient of 0.91 for gender parity in pre-primary schools, with 1 representing absolute parity. For elementary, middle, and secondary schools, the figures are 0.82, 0.85, and 0.91, respectively, highlighting a pressing need to intensify efforts to secure and enhance girls’ educational rights and access to more advanced academic levels. Nonetheless, challenges remain in gender parity and the quality of education[iv].
Eritrea has also made strides in literacy and adult education, realising a 20% decrease in illiteracy facilitated by continual workshops and programs promoting literacy. Based on the data from 2016, the program witnessed participation from over 17 million adults, with a successful 75% completion rate[v].
Eritrea recorded enrollments exceeding 81,000 students in secondary education in the 2017-2018 academic year. Within this educational level, three crucial goals have been established: to optimise university entrance opportunities, to foster social cohesion amongst new generations, and to construct a competitive environment conducive to high academic achievement and merit competition. Despite the efforts to increase access to education and improve the opportunities and the quality of the system at all levels for the schools, the country reported in 2016 that over 220,000 children aged 5 to 13 years old remain out of schools, with the rage to 73% of pre-primary school and 27% from middle school[vi].
The Early Childhood Development Program enabled extensive reform that got advancements in fostering early intervention, leading to a 6.6% rise in enrollments in pre-primary schools, with the total number of such schools growing by 8.5%. This accounted for 47,196 students, with girls making up 48.7% of enrollees. The initiative also saw an increase in rural coverage from 64.2% to 65%, an 18.5% rise primarily attributed to the pivotal role of the Rural Community Care Givers Scheme. The national workshop on nomadic education has been instrumental in developing and applying strategies in these communities. Eritrea has also established progress for literacy and adult education, achieving a 20% reduction in illiteracy and ongoing workshops to drive the project’s progress[vii][viii].
Furthermore, regardless of the country’s advances and progress in education overall since the end of the civil war and the advances in the last decades, the country presents urgent issues on their policies that ensure equity of access to schooling all around the country. The challenges surround wide disparities in the level of participation among the different regions (Zobas) of the country, gender gaps, low level of involvement of children with disabilities, access to education for children that are part of nomadic tribes and for the ones who live geographic areas with difficult access[ix].
[ix] Mengesha, Tedros Sium, and Mussie T Tessema. 2019. “Eritrean Education System: A Critical Analysis and Future Research Directions.” International Journal of Education 11 (1): 1–17. doi:10.5296/ije.v11i1.14471. P. 3
Since 2018, Nicaragua has been experiencing an unprecedented political crisis that has led to a series of human rights violations against its population. The limitation on the exercise of fundamental rights, recognised in both the Nicaraguan Constitution and international treaties to which Nicaragua is a party, has not ceased since the onset of citizen protests against the regime. These restrictions have escalated since the controversial re-election of Daniel Ortega as president, who assumed office alongside his wife, Rosario Murillo, as vice president, following elections deemed arbitrary and fraudulent by the international community.
The field of education has not been exempt from this series of violations and arbitrary actions by the authorities of this Central American country. A concerning example is the closure of 27 universities in Nicaragua, which has affected over 37,000 higher education students and even forced university professors into exile. This situation gained more prominence after the closure of two of the country’s most recognised university centres: the Universidad Centroamericana (UCA) and the INCAE Business School. In addition to having their legal status revoked, these institutions were also confiscated.
In 2018, Nicaragua experienced a profound political and social crisis. It began with municipal elections in November 2017, which were heavily criticised due to allegations of fraud and lack of transparency. These elections marked the beginning of a period of growing political polarisation in the country.
The situation worsened in April 2018 when the government of Daniel Ortega announced a reform to the social security system that triggered widespread protests across the country. These protests, led mostly by university students and civil society, resulted in a violent response from the government. The repression by the police and government-affiliated paramilitary groups led to a high number of casualties, as well as the detention of protesters and opposition leaders.
Since 2018, the situation in Nicaragua related to the violation of human rights has been on the rise, resulting in the closure and cancellation of media outlets and non-profit organisations, the expulsion of international missions, the cancellation of political parties, and the imprisonment of opposition leaders.i This ultimately led to the 2021 elections in which Ortega and his wife, Rosario Murillo, competed as the sole presidential ticket. These elections were rejected due to evident irregularities that silenced the opposition and sowed fear among voters.
During their new term, the government of Ortega and Murillo has followed a single mission: to silence criticism, attack the opposition, and control the country’s institutions. The education and university sector has not gone unnoticed, becoming another target of the regime to consolidate control over the population.
Measures against Universities: At least 26 universities have been cancelled.
As mentioned earlier, the Ortega government has made several decisions that have led to the closure and revocation of the legal status of media outlets, non-profit organisations, and, of course, private universities in the country. To understand this situation better, it is essential to recall that university students led the citizen protest movements against the Ortega regime. Therefore, this could be seen as a retaliation and an effort by the government to control students and their civic engagement. These arbitrary measures should be understood as a way for the government to ensure aligned thinking that does not encourage criticism or scrutiny, which also jeopardises academic freedom through intimidation and persecution of teachers considered traitors to the regime.
The measures taken against universities not only violate human rights but also run counter to the Nicaraguan Constitution, which protects the autonomy of universities and prohibits the confiscation of their assets. So far, 26 universities have had their legal status revoked, with reasons for revocation ranging from allegations of financial opacity or non-compliance with educational standards to more serious accusations such as money laundering, terrorism, and weapons proliferation. The cancellations began with the confiscation of Universidad Politécnica (Upoli), culminating in the shocking cancellation and expropriation of UCA and the INCAE headquarters, two of the most renowned universities in the Central American region.ii
UCA was cancelled through government decree, under the accusation of being a hub for terrorism. This action has been the pinnacle of Ortega’s religious persecution against the Catholic Church, which has been running through this university founded by Jesuits and belonging to the Latin American network of universities entrusted to the Society of Jesus (AUSJAL for its acronym in Spanish). In response to the closure of UCA, AUSJAL issued a press release condemning the actions of the Nicaraguan government, declaring, “The UCA has been slandered and harassed, just like the more than three thousand civil society organisations in Nicaragua.’´iii Additionally, hundreds of professionals expressed their outrage and called for the reinstatement of the legal status of this university. This illustrates the significant blow that Ortega has dealt not only to Nicaragua’s education sector but to the entire region. In an interview, Miquel Cortés Bofil, Rector of Universidad Rafael Landivar mentioned to Broken Chalk ‘’Certainly the University is not a centre of terrorism, nor has it ever been. It is a study house where critical thinking and responsible and democratic citizenship are encouraged. Accusations of “terrorism” are unfounded.’’ Now, the defunct UCA has been renamed the National University Casimiro Sotelo Montenegro in honour of a leader of the Sandinista movement.
The most recent action against the university system occurred with the closure and expropriation of the INCAE campus in Nicaragua. This stirred indignation among professionals throughout the Latin American region, as this was the first campus of one of the most prestigious business schools in the region.iv The justification for its revocation, according to the government resolution, was a lack of transparency in its financial statements. The most deplorable aspect of these measures is that university representatives have been denied their right to a defence, as the challenges to the resolutions have been dismissed by the relevant judicial bodies, leaving them without access to an objective and impartial justice that can protect against such arbitrary actions.v A situation proper of a dictatorship where all institutions and bodies are co-opted.
The CNU, the Accomplice of the Ortega-Murillo Regime
These attacks on education and the academy have had key institutions and actors. In this case, it is important to mention the National Council of Universities (CNU) of Nicaragua as the institution that has facilitated these actions. Without key allies, these arbitrary actions against the country’s universities would not be possible. The CNU of Nicaragua is an entity responsible for the coordination and supervision of public universities in the country. It plays a significant role in the regulation and planning of higher education in Nicaragua. This institution is composed of the rectors of public universities. It is responsible for establishing educational policies, accrediting academic programs, and supervising the quality of education in public higher education institutions.
Currently, the CNU is presided over by Ramona Rodríguez, the rector of UNAN-Managua, who has been a key figure in the attack on the autonomy of Nicaraguan universities and is responsible for jeopardising higher education in the country. Rodríguez has been a loyal supporter of the Ortega regime and has been the public face justifying the closure of universities in the country.
An example of this is what was highlighted by the former authorities of UCA, who emphasised that since 2018, when the protests began, the CNU had begun to strangle the university by not extending certifications for its operation, excluding it as a member of the CNU, which meant it could not receive the corresponding budget allocation as established in the constitution.vi Furthermore, Rodríguez has publicly justified the closure of several universities on the grounds of financial transparency or not meeting minimum quality and infrastructure standards. In response to this, Adrián Meza, an exiled professor from the University Paulo Freire, stated to the media that “many of the universities that have been closed under these pretexts were in the middle of verification processes and were not granted the right to defend themselves”.vii
In addition, the CNU has implemented new policies following reforms approved by the legislative assembly to the General Education Law and the Law on Autonomy of Higher Education Institutions, centralising functions within the CNU and undermining university autonomy. Among the new powers granted to the CNU is the exclusive authority to open or close universities in the country, among others, turning it into a dangerous weapon against higher education.
Manifestation of students and alumni of public and private schools in Managua, Nicaragua. Photo by Jorge Mejía Peralta on Flickr.
Challenges for Students and Academics
University students and educators have viewed these actions with dismay, considering that the availability of higher education programs has diminished. Many students who were pursuing degrees at universities that have been closed have encountered difficulties in resuming their studies or obtaining their respective degrees due to a series of rigorous administrative requirements imposed by the CNU. Additionally, educators have faced limitations in job opportunities and academic freedom as their curricula are increasingly controlled. Furthermore, a significant number of university educators are now in exile following government persecution by being labelled as conspirators or traitors to the nation. The Interamerican Commission of Human Rights heavily condemned this situation in a press communication in which the actions were qualified as an “arbitrary interference towards academic freedom”.viii
In response to this series of abuses, some universities in the Central American region have taken action to provide support to students and faculty members in exile. The efforts of Jesuit universities such as the Rafael Landívar University in Guatemala and the José Simeón Cañas Central American University in El Salvador exemplify this. These institutions have led initiatives to enable students from the UCA to continue their studies. According to Landivar’s Rector Cortés ‘’Around 2,300 students have requested information from the UCA in El Salvador and the Rafael Landívar in Guatemala to continue their studies virtually. The two Central American universities have formed an inter-institutional commission, and we are responding to the students…’’
Nicaragua: A New Role Model for the Central American Region?
Nicaragua has become an example of antidemocratic standards in the Central American region due to the policies implemented against those considered opposition. Therefore, in light of the democratic crisis prevailing in the region, there is a significant fear that if the situation worsens in neighbouring countries, such actions that undermine higher education could become a popular measure. This is a reminder of the historical role of universities in Central America and the student movements that originate from their classrooms.
In this context, it is essential to remember the university martyrs who fought for freedom and democracy in Central America, often facing persecution and violence for their convictions in the darkest times of the region. Examples such as the assassination of Ignacio Ellacuría by the military in El Salvador or the persecution and murder of student leaders in Guatemala, such as Oliverio Castañeda, serve as stark reminders of the risks faced in universities when one is critical during a dictatorship.
Conclusion
Nicaragua has experienced a profound political and social crisis since 2018, marked by controversial elections, protests, and government repression under Daniel Ortega’s leadership. The situation has worsened with human rights violations, the closure of media outlets, and the persecution of opposition leaders. Furthermore, the role of the National Council of Universities (CNU), led by Ramona Rodríguez, has been instrumental in implementing policies that threaten university autonomy and restrict higher education. These actions have affected both students and educators, with numerous universities closed and a growing diaspora of academics. This situation not only poses a challenge for students and professors but also sets a dangerous precedent in the Central American region, where higher education and academic freedom are at risk. The situation in Nicaragua serves as a reminder of the importance of always defending higher education and human rights, especially during times of democratic crisis.
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