Costa Rica is located in Central America and has a population of over 5 million inhabitants. This population is made up of around 2.4% indigenous people and 8% of African descent.[1]. According to local laws, the country’s education system is divided into four levels: preschool, basic general education, diversified education, and higher education. To manage this system, there is a Higher Education Council. Since the indigenous population occupies a considerable space in the country’s historical and current process, Decree No. 22072 of the Ministry of Education establishes an indigenous education subsystem.
Generally, basic education in Costa Rica is separated into three cycles for children aged 6 to 14. The modalities vary, but most students attend in the traditional daytime mode. In addition, there are specific centres for students with particular needs, such as special education centres and the “Aula Edad” program for children with age-grade distortion. Another interesting fact about the country’s education system is that night schools offer educational programs for teenagers and adults aged 15 and over who still need to complete their schooling.
Looking at the continuum of Costa Rica’s educational model, you can see a diversified education for further study. There are three main branches: academic, technical, and artistic. Technical and professional education is offered in partnership between the state and private companies. The main centres are the technological institutes and centres (INA, TEC, and UTN). Higher education offers various bachelor’s, master’s, and doctoral degrees. There are state and private universities.
Educational Policy
The Costa Rican Constitution emphasizes the state’s obligation to provide the right to education, as well as food and clothing, for people who will be attending school and cannot afford to buy these items. The policies developed by the state cover different dimensions, such as the presentation of an education system and the observation of the set of possible interventions to keep this system running.
The country has interesting policies for achieving education for all audiences. For example, they have “Creer y crear la Costa Rica del Siglo 21: compromiso país,” which sets out the government’s strategic objectives in line with the UN’s Sustainable Development Goals. Another example of an exciting policy is “La persona: Centro del proceso educativo y sujeto transformador de la sociedad” (The person: centre of the educational process and transforming subject of society), which defines the axes and guidelines that guide education at all levels, encouraging a professional transformation of teachers, the institution and educational management.
Education has become a matter of access for marginalized groups, so the issue of gender and access to education has become a paradigm that affects many countries, especially in Latin America. Costa Rica, for its part, has a policy called the “Action Plan for the National Gender Equality and Equity Policy”, which lists axes around policies to achieve gender equality and equity. It also discusses women’s sexual and reproductive health and promotion against violence.
Latin America has suffered from great inequality in general since the transition to democracy from authoritarian governments in the 1980s, which has implications for the region. Education for all is, therefore, difficult to achieve. For this reason, many countries are drawing up reforms to mitigate this inequality, and Costa Rica is one example. As an early adopter of the goal of achieving citizenship through education in the 1990s, it is possible to list the country as a model in the region.
In addition to focusing on elements such as study programs, teacher training, and re-evaluation of school materials, the government promoted education focused on respect for human rights and between people. Special attention was paid to learning about laws and the Universal Declaration of Human Rights, among other regimes that strengthen human rights.[2].
Although human rights and other global themes remained essential topics in the curricular guidelines from Costa Rica in 2001 and 2005, their treatment underwent several changes. Principally, Costa Rica introduced many of these issues as cross-cutting themes. The study programme mentions three cross-cutting themes: (1) Education for Human Rights, Democracy, and Peace; (2) Education for Environmental Protection; and (3) Holistic Sexual Education (MEP 2005a). Rather than teaching human rights as a specific content topic in ninth grade as before, Costa Rica altered the curriculum to make human rights a central component of civic education (Suarez, 2008).
This concern with the cross-cutting nature of these issues establishes Costa Rica as a promoter of education, which has led to a modernization of this system. The attention given to diversity promotes greater integration of marginalized groups, expanding and strengthening the concept of citizenship.
Environmental sustainability
The country has also become a model in discussions on environmental education. Since the 1980s, Costa Rica has led efforts to promote ecological education.[3]Agenda 21 and the sustainable development decade are turning points for promoting environmental education and conservation. Costa Rica has been promoting these studies long before an international decision was taken, which shows it is at the forefront.
The state encourages various activities, especially those aimed at environmental education initiatives. For example, the curriculum includes specific topics for environmental conservation studies. The country has such well-established policies in this respect that it has become an international benchmark for environmental education projects due to the structural encouragement of NGOs and other actors promoting environmental conservation.
Conclusion
Although Costa Rica faces similar challenges to other Latin American countries, such as social inequality and its impact on access to education, the country has become a model in some areas of education. When looking at studies on access to education, it becomes clear how the financial issue linked to the historical-cultural process of the region influences mitigating inequality. It is, therefore, essential to highlight how Costa Rica has made efforts and gained ground in the education process, especially concerning human rights, citizenship, and environmental conservation.
Suarez, D. F. (2008). Rewriting citizenship? civic education in Costa Rica and Argentina. Comparative Education, 44(4), 485-503.
Blum, N. (2008). Environmental education in Costa Rica: Building a framework for sustainable development? International Journal of Educational Development, 28(3), 348-358.
[1]Perfil del pais | SITEAL. (n.d.). Siteal.iiep.unesco.org. Retrieved September 10, 2023, from https://siteal.iiep.unesco.org/pt/pais/costa_rica#:~:text=A%20Constitui%C3%A7%C3%A3o%20Pol%C3%ADtica%20da%20Costa
[2] Suarez, D. F. (2008). Rewriting citizenship? civic education in Costa Rica and Argentina. Comparative Education, 44(4), 485-503.
[3] Blum, N. (2008). Environmental education in Costa Rica: Building a framework for sustainable development? International Journal of Educational Development, 28(3), 348-358
Mr. Vural is a 46-year-old Turkish man who moved to Tajikistan in 1994, 29 years ago. He used to work as a teacher and a principal in Turkish colleges in Tajikistan, and these schools were closed down in 2016 after the coup attempt in Turkey. Mr Vural was part of the Gülen Movement, which promotes a tolerant Islam emphasising altruism, modesty, hard work and education. Under President Recep Tayyip Erdoğan, the Turkish government accused the movement of being involved in an attempted coup in 2016, leading to much controversy about the movement and a political conflict. The Gülen Movement is classified as a terrorist organization by the Turkish Government. The school was closed due to pressure from the Turkish government. After this, Mr. Vural went into business and started running a restaurant. He also is a loving father of 3.
On Sunday morning, 17th of September 2023, Mr Vural was getting out of his car when eight masked men abducted him. It is believed that this abduction was done by MIT, which is the Turkish National Intelligence Organization, which gathers information of national interest for the government.
After Mr. Vural’s wife found out about the abduction, she heard that he was in the Tajikistan police department, so she went everywhere and asked, but she was unable to find him. It is believed that the next day, the 18th of September 2023, he was transported via aeroplane to Turkey. A member of the National Assembly of Turkey, Dr Ömer Faruk Gergerlioğlu, tweeted that a ‘Bombardier Challenger 604’ departed from Ankara to Dushanbe at 01:45 Tajikistan Time (TJT). The aircraft arrived in Dushanbe at 05:50 and was stationed for 30 minutes, and then flew back to the Ankara Etimesgut military airport. It is speculated that Mr. Vural was on this flight.
Tacikistan’dan Bombardier Challenger 604 Tipi uçak ile kaçırılıp Ankara Etimesgut Askeri Havalimanı’na götürüldüğü bildirilen akademisyen ve iş insanı Koray Vural nerede tutuluyor?
Two months earlier, on the 4th of July 2023, the teacher Emsal Koç had been abducted from his home in Tajikistan. He was taken to Turkey and was forced to give details on other Gülen movement members in Tajikistan.
In 2017, a lawsuit was filed against Mr Vural at the Bursa 10th High Criminal Court within the scope of the investigation against the Gülen community; Mr Vural’s name was included on the Orange list, which is a wanted terrorist list prepared by the Ministry of Interior. However, this was cancelled by the Council of State.
Mr. Vural’s family has been asking for help on X (Twitter) and has been trying to spread awareness with the hashtag #FindOurDadKorayVural. Unfortunately, they have not heard from him since his abduction.
Burundi, a small landlocked country in East Africa with a population of over 11 million people, has been plagued by political instability and violence throughout its history. These challenges have severely impacted the country’s education system, hindering progress and development. While some improvements have been made in recent years to enhance access to education, Burundi continues to face several critical challenges, including substandard school infrastructure, limited access to education, low quality of education, and high dropout rates. Addressing these issues requires a collaborative effort involving the government, donors, and civil society to implement sustainable solutions.
One of the primary obstacles affecting education in Burundi is the substandard condition of school infrastructure. Many schools lack the necessary facilities and resources, impeding effective teaching and learning. The critical problems associated with school infrastructure in Burundi include:
Lack of classrooms:
A significant number of schools in Burundi suffer from a shortage of classrooms, resulting in overcrowding. Students often have to sit on the floor or study outside, hampering their ability to learn and concentrate.
Insufficient number of teachers:
In 2017, Burundi had only 40,000 teachers for a population of over 11 million, resulting in an alarming student-to-teacher ratio. The lack of teachers compromises the quality of education as individual attention to students becomes challenging.
Shortage of textbooks and learning materials:
Access to textbooks and learning materials is limited, with only 50% of students having access to these resources in 2017. This scarcity hampers students’ ability to actively participate in class and complete their assignments effectively.
Inadequate water and sanitation facilities:
Approximately 50% of schools lack proper water and sanitation facilities, depriving students of clean water and hygienic toilets. This lack of basic amenities contributes to the spread of diseases, making it difficult for students to attend school regularly.
Insufficient electricity:
Only 30% of schools in Burundi have access to electricity, restricting the use of electronic devices and hindering the integration of technology in teaching and learning practices.
Deteriorating school buildings:
Approximately 30% of schools in Burundi require urgent repairs, rendering them unsafe and unsuitable for students. Dilapidated infrastructure adds to the challenges faced by both students and teachers.
Limited Access to Education
Access to education in rural areas of Burundi is significantly limited due to various factors:
Poverty:
Poverty is a significant barrier preventing families from sending their children to school, even when educational institutions are available. The inability to afford school fees and related expenses hampers children’s access to education.
Distance:
The geographical remoteness of rural areas in Burundi makes it challenging for children to access schools, resulting in limited educational opportunities.
Gender discrimination:
Girls, particularly in rural areas, face gender-based barriers to education. Cultural beliefs often dictate that girls should prioritize household responsibilities, impeding their access to formal education. Additionally, the lack of adequate sanitation facilities specifically designed for girls discourages their attendance.
The combined effect of poverty, distance, and gender discrimination has led to an estimated 600,000 girls in Burundi not attending school during the 2017-2018 academic year.
Low Quality of Education
The issue of low quality of education in Burundi encompasses various factors that contribute to a substandard learning experience for students. These factors can be attributed to the lack of resources, inadequate teacher training, outdated curriculum, and insufficient focus on student-centred learning approaches as follows:
Insufficient focus on student-centred learning: A student-centred approach to education emphasizes active participation, collaboration, and critical thinking. However, the traditional teaching methods employed in Burundi often prioritize rote memorization and passive learning. Shifting towards student-centred approaches, such as project-based learning, inquiry-based learning, and interactive teaching methods, can foster a deeper understanding of concepts and improve students’ ability to apply knowledge in practical situations.
The quality of education in Burundi is generally low, attributed to several factors:
Lack of qualified teachers:
A considerable number of teachers in Burundi need to be qualified or adequately trained. Moreover, the low salaries offered to qualified teachers often discourage highly skilled individuals from pursuing a career in education. As a result, the quality of instruction suffers. The quality of education is closely linked to the competence and skills of teachers. In Burundi, there is a need to invest in comprehensive teacher training programs that focus on pedagogical techniques, subject knowledge, and classroom management. Without proper training, teachers may rely on outdated teaching methods or struggle to effectively engage students in the learning process. Ongoing professional development opportunities can help teachers stay updated with best practices and enhance their instructional strategies.
Poor quality textbooks:
Many textbooks in Burundi are outdated or inaccurate, failing to provide up-to-date and accurate information to students. This hinders their ability to acquire knowledge effectively.
Outdated Curriculum:
The curriculum used in Burundi’s education system may suffer from outdated content, limited relevance to real-world contexts, and a lack of alignment with modern educational standards. Updating the curriculum to reflect current knowledge and skills required in the job market is crucial. A contemporary curriculum should promote critical thinking, problem-solving, creativity, and digital literacy, equipping students with the competencies necessary for future success.
Insufficient resources:
Many schools in Burundi need more essential resources, such as textbooks, learning materials, and technological equipment. Without access to up-to-date and relevant resources, students may struggle to grasp concepts and engage in meaningful learning. Insufficient resources also limit teachers’ ability to deliver comprehensive lessons and provide students with hands-on experiences that enhance their understanding of subjects.
High dropout rates:
Burundi experiences alarmingly high dropout rates among girls and children from disadvantaged backgrounds. Factors contributing to these high dropout rates include:
a. Poverty: Economic constraints force many families to prioritize immediate needs over education, making it difficult for children to continue their studies.
b. Early marriage: The prevalence of early marriage in Burundi prevents girls from pursuing education beyond a certain age. Early marriage often leads to the discontinuation of their schooling.
c. The need to work: Many children in Burundi are compelled to work to support their families, leaving them with no time or opportunity to attend school.
Addressing these complex challenges requires a multifaceted approach involving various stakeholders.
Children with disabilities face significant challenges in accessing quality education in Burundi. The educational system in the country often lacks the necessary infrastructure, resources, and inclusive policies to accommodate their diverse needs. Here are some key challenges faced by children with disabilities in Burundi’s education system:
Inadequate infrastructure and facilities:
Many schools in Burundi lack the necessary infrastructure and facilities to support children with disabilities. This includes wheelchair-accessible ramps, adapted classrooms, and accessible toilets. The physical barriers in schools make it difficult for children with mobility impairments to navigate the campus and fully participate in educational activities.
Limited availability of specialized support:
Specialized support services, such as trained teachers, therapists, and assistive devices, are scarce for children with disabilities in Burundi. These children often require individualized attention and tailored instructional approaches to address their specific learning needs. The need for more trained professionals and appropriate assistive technology hampers their educational progress.
Discrimination and stigma:
Children with disabilities in Burundi often face discrimination and stigma within their communities and schools. This can create psychological barriers affecting their self-esteem, confidence, and willingness to engage in learning. Negative attitudes and misconceptions about disability can lead to exclusion and social isolation.
Limited awareness and understanding:
There is a lack of awareness and understanding among educators, parents, and the wider community about disabilities and inclusive education. This can result in a failure to recognize and accommodate the diverse learning needs of children with disabilities. Promoting awareness campaigns and training teachers and stakeholders to foster an inclusive and supportive learning environment is crucial.
Inaccessible curriculum and teaching methods:
Burundi’s curriculum and teaching methods often do not consider the diverse learning styles and needs of children with disabilities. The instructional materials and assessments may not be adapted to cater to their specific requirements, hindering their full participation in the educational process. Adapting the curriculum and employing inclusive teaching strategies can help ensure that children with disabilities receive an equitable education.
Interventions to Improve Burundi’s Education System
To enhance the education system in Burundi, the following vital interventions are necessary:
Teacher Training and Professional Development:
To improve the quality of education in Burundi, a strong emphasis should be placed on teacher training and professional development programs. The government, in collaboration with educational institutions and international partners, should establish comprehensive training programs to enhance teachers’ skills and pedagogical techniques. Ongoing professional development opportunities should be provided to ensure that teachers are equipped with the latest teaching methodologies and subject knowledge. By investing in the professional growth of teachers, the overall quality of education in Burundi can be significantly improved.
Promoting Inclusive Education:
Another critical aspect of enhancing the education system in Burundi is promoting inclusive education. Efforts should be made to ensure that children with disabilities, those from marginalized communities, and those with special learning needs have equal access to education. This requires developing inclusive policies, providing necessary support services and resources, and effectively training teachers to cater to diverse learning needs. Inclusive education not only fosters a sense of equality and social cohesion but also maximizes the potential of all children, contributing to the nation’s overall development.
Enhancing Parent and Community Involvement:
To create a holistic and supportive learning environment, it is essential to enhance the involvement of parents and the wider community in education. Establishing partnerships between schools, parents, and community organizations can facilitate collaborative efforts in promoting education. This can involve initiatives such as parent-teacher associations, community outreach programs, and awareness campaigns on the importance of education. Engaging parents and the community can contribute to increased school attendance, reduced dropout rates, and improved educational outcomes for children in Burundi.
Integration of Technology in Education:
Integrating technology in education can revolutionize the learning experience for students in Burundi. Access to computers, internet connectivity, and digital learning resources can enhance teaching and learning methods, promote interactive and self-directed learning, and foster digital literacy skills. The government should prioritize initiatives to provide schools with the necessary technological infrastructure and ensure that teachers receive adequate training to utilize technology in their classrooms effectively. By embracing technology, Burundi can bridge the digital divide and equip its students with the skills needed for the modern world.
Monitoring and Evaluation:
A robust monitoring and evaluation system should be established to assess the progress and impact of education initiatives in Burundi. Regular assessments of school infrastructure, teacher quality, student performance, and dropout rates are essential to identify areas of improvement and make informed policy decisions. Additionally, collecting data on gender disparities, educational equity, and access to education can help design targeted interventions. Monitoring and evaluation provide the necessary feedback loop to ensure that efforts to enhance the education system in Burundi are effective and sustainable.
Violence has affected the infraestructure of schools in the country. Photo by EU/ECHO/Anouk Delafortrie
Investing in school infrastructure:
The government should prioritize investments in the construction and rehabilitation of schools. Adequate classrooms, furniture, and facilities are essential for creating a conducive learning environment.
Expanding access to education:
Efforts should be made to improve access to education, particularly in rural areas. This can be achieved by constructing additional schools, recruiting and training more qualified teachers, and providing transportation subsidies to ensure students can reach schools despite the distance.
Improving the quality of education:
The government must focus on improving the quality of education by enhancing teacher training programs and attracting skilled educators. Additionally, ensuring the availability of updated textbooks, learning materials, and technological resources is crucial for fostering a quality learning environment.
Reducing dropout rates:
To address the high dropout rates, comprehensive strategies must be implemented. This includes targeted interventions to alleviate poverty, awareness campaigns to discourage early marriages, and initiatives to provide financial assistance to families struggling with school fees.
Addressing these challenges for children with a disability requires a concerted effort from the government, educators, families, and civil society organizations. The following interventions can help improve educational opportunities for children with disabilities:
Inclusive policies and legislation:
The government should establish and enforce inclusive education policies that protect the rights of children with disabilities and ensure their access to quality education. This includes promoting inclusive practices, providing reasonable accommodations, and eliminating school discrimination.
Training and professional development:
Teachers and education professionals need specialized training on inclusive education and strategies to support children with disabilities. This training should focus on adapting teaching methods, creating accessible learning materials, and using assistive technology effectively.
Provision of support services:
Adequate resources should be allocated to provide necessary support services, such as speech therapy, occupational therapy, and psychological support, to children with disabilities. This includes recruiting and training specialized professionals who can work directly with these children.
Infrastructure and accessibility:
Schools should be equipped with appropriate infrastructure and facilities to ensure accessibility for children with disabilities. This involves constructing wheelchair ramps, installing accessible toilets, and adapting classrooms to accommodate different types of disabilities.
Awareness and community engagement:
Conducting awareness campaigns to combat stigma, raise awareness about disabilities, and promote the importance of inclusive education is essential. Engaging parents, communities, and local organizations in educating children with disabilities can help foster an inclusive and supportive environment.
By addressing these challenges and implementing inclusive practices, Burundi can create a more inclusive education system that ensures equal educational opportunities for all children, including those with disabilities.
Conclusion
Burundi’s education system faces significant challenges, including substandard school infrastructure, limited access to education, low quality of education, and high dropout rates. These issues have profound implications for the country’s development and the well-being of its population. However, these challenges can be overcome with the joint efforts of the government, donors, and civil society. By investing in school infrastructure, expanding access to education, improving the quality of instruction, and implementing strategies to reduce dropout rates, Burundi can pave the way for a brighter future, ensuring that all children have equal opportunities to access quality education.
References:
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2018). Education for All Global Monitoring Report: Education Progress and Challenges in Burundi. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000246736
World Bank. (2020). Burundi Education Sector Analysis: Challenges and Opportunities for System Improvement. Retrieved from https://openknowledge.worldbank.org/handle/10986/33776
UNICEF. (2019). Education in Emergencies Annual Report 2019 – Burundi. Retrieved from https://www.unicef.org/burundi/reports/education-emergencies-annual-report-2019
Human Rights Watch. (2017). Burundi: Girls’ Education under Threat. Retrieved from https://www.hrw.org/news/2017/09/07/burundi-girls-education-under-threat
Save the Children. (2020). Education in Burundi: Challenges and Opportunities. Retrieved from https://resourcecentre.savethechildren.net/node/18701/pdf/education_in_burundi.pdf
Plan International. (2019). Education in Burundi: Challenges and Solutions. Retrieved from https://plan-international.org/publications/education-burundi-challenges-and-solutions
Handicap International. (2018). Education for All in Burundi: Study on Inclusive Education. Retrieved from https://www.hi-us.org/wp-content/uploads/2018/08/education-for-all-in-burundi-study-on-inclusive-education.pdf
Burundi Ministry of Education. (2019). Strategic Plan for Education and Vocational Training 2018-2027. Retrieved from http://www.men.estburundi.org/plan-strategique
African Development Bank Group. (2017). Burundi Country Strategy Paper 2017-2021. Retrieved from https://www.afdb.org/fileadmin/uploads/afdb/Documents/Project-and-Operations/Burundi_-_CSP_2017-2021_With_CAADP.pdf
The New Humanitarian. (2020). Burundi’s Education System Faces Multiple Crises. Retrieved from https://www.thenewhumanitarian.org/analysis/2020/01/20/burundi-education-crisis-challenges
Bahrain is an island nation in the Persian Gulf, comprising a small archipelago. Bahrain has approximately 1485509 inhabitants, 84% of its population is Muslim, and Arabic is the country’s official language. Bahrain achieved its independence from Britain in 1971. Since then, the government has envisioned moving the country toward a modern state (Gharaibeh, 2011).
Public education in Bahrain is free throughout primary and secondary education (The Borgen Project 2017). The Bahraini Constitution states the citizens’ right to education (Al Khalifa, 2022). The Education Law No. 27 of 2005 states that education is free in primary and secondary government schools, which applies to citizens and non-citizens (Oxford Business Group 2022). Education is compulsory for children aged 6 to 15, and public schools educate boys and girls separately. The Ministry of Education is responsible for directing private and public schools, which have to adhere to some of its curricular demands (Oxford Business Group 2022). The Ministry offers the syllabus for the Arabic language and approves the textbooks related to Arabic and Islamic studies. Students in public schools take modern Arabic, as well as English, since their first year in primary school. The spending on public education in 2020 was 2.152% of the country’s GDP (CEIC 2023a).
The majority of the country, approximately 95.7%, is literate, and Bahrain has the highest female literacy rate, with 94.95% (CEIC 2023b). The secondary education system is divided into two tracks: unified and vocational. The first prepares students for higher education, whereas the vocational track prepares students to pursue technical careers. In 2019, the primary school enrolment was 97.4%, and the secondary education completion rate was 97.3% (Ministry of Education from the Kingdom of Bahrain 2023).
Covid-19
According to the World Bank, the lockdown during the COVID-19 pandemic affected approximately 1.5 billion children worldwide, especially due to schools closing (Buheji et al. 2020: 474). During the lockdown, the Bahraini government ensured that children continued receiving education. Bahrain’s national wealth eased the transition to distance education. The percentage of students with access to the internet and computers was high (idem: 481). Charities supported families that did not have access to computers, and communities were highly involved and mobilized to ensure the continuity of education throughout the lockdown (ibid.).
Private schools were equipped with online learning tools to record lessons and send these to students and parents (idem: 480). Likewise, public schools also provided online education after completing a two-week training program for teachers. Lessons were available on live television, YouTube, and Microsoft Teams (ibid.). Students with special learning needs also continued their education online, with teachers providing one-to-one lessons together with the children’s parents. Lastly, higher education resumed online, with professors uploading their lectures online (ibid.).
Nevertheless, students and professors complained that the transition to online education was oftentimes challenging due to technical issues, teachers’ lack of enthusiasm during recorded lectures, and lack of organization (ibid.). Additionally, teachers highlighted that students rarely engaged during online classes and that online education was more theoretical than practical. This aspect prevented students from gaining experience in their field, limiting the development of employability competencies (idem: 481).
Gender in Education & equality of opportunities
According to Unicef, Bahrain has made steady progress in gender equality in education and women’s empowerment (Unicef 2022: 2). Women’s education in Bahrain has been an essential step towards equality of opportunity, especially as girls are educated at the same rate as boys. The first public school for boys was established in 1919. The first public school for girls in Bahrain was established in 1928, being the first Arab country to pioneer formal education for girls (Gharaibeh 2011: 97). Approximately 97% of girls and 98% of boys are enrolled in primary schools, while 91% of girls and 87% of boys attend secondary schools (Borgen Project, 2017).
Furthermore, in 1983, the Bahrain Ministry of Education opened a department for adult education. The department aimed to offer women and men the opportunity to complete basic education in adult education centres. This initiative contributed to reducing the percentage of illiterate women from 76% in 1971 to 11.7% in 2006 (idem: 98). Furthermore, Bahraini women have access to higher education. The government offered scholarships to female students to enrol in foreign universities since the 1950s, and parents often send their daughters to Egypt, Iraq, and Syria to pursue higher education (ibid.). In the academic year of 2016-2017, 63.4% of students in higher education were women, illustrating a higher female representation in university compared to men (Statista, 2023).
Special needs education
The Ministry implemented a program in 2005 for inclusive education for students with special needs in public schools, which would offer educational opportunities tailored to the needs of students (Al Khalifa, 2022). In 2011, the government ratified the Convention on the Rights of Persons with Disabilities and developed a strategy for people with disabilities following the United Nations Development Program (ibid.). However, the implementation of this initiative has been challenging for public schools, and many students with special educational needs still lack an appropriate placement in the educational system.
In the academic year 2018-2019, 8600 students with special needs enrolled in public schools in Bahrain, including children with autism spectrum disorders, intellectual disabilities, and Down syndrome (ibid.). These students are often placed in segregated classrooms, lacking the opportunity to interact socially with other children. For example, some schools offer separate recess times for students attending special educational needs segregated classrooms (ibid.).
Additionally, there are no coherent guidelines or governmental standards serving as a point of reference to evaluate schools’ implementation of appropriate practices toward students with special educational needs (ibid.). Public schools often lack a special curriculum tailored to children’s learning needs. This hinders teachers’ capacity to conduct their classrooms, especially as many educators lack the necessary skills and training to deal with students with special needs.
Lastly, Bahrani public schools only offer special education services for students from age 6 to age 15, entailing that these educational programs are not available for pre-schools and secondary schools (ibid.). Therefore, students who later transition to general education in secondary schools often face great academic difficulties following the curriculum, as teachers fail to tailor it to the needs of students with disabilities (ibid.).
The Ministry of Education, however, is currently drafting a transitional program from secondary school to employment for students with special needs, which has already been implemented in the US, Canada, and the UK (ibid.). The program aims to support students’ transition from education to ‘adult life’.
Freedom of education is imperative for academic freedom. Nevertheless, academic freedom is highly restricted in Bahrain. The government’s intolerance policy towards dissent has negatively impacted both students and teachers (Bahrain Center for Human Rights 2021). Since the uprisings in 2011, hundreds of teachers and students have been imprisoned, intimidated into silence, or expelled from educational institutions for participating in activism or peaceful demonstrations (ibid.). Government critics are subject to discrimination in employment and scholarship distribution (ibid.). The Bahrain Teacher’s Association (BTA) played a vital role in the 2011 uprisings, leading multiple peaceful protests. The government responded by prosecuting hundreds of teachers and banned BTA in April 2011, replacing dissident teachers with employees they deemed more suitable (ibid.).
Scholars who openly criticized the Bahraini regime were arrested; some had their citizenship and passports revoked or were refused entry into Bahrain (ibid.). In 2011, the University of Bahrain dismissed 117 academic staff members. It expelled 427 university students for openly expressing their opinions, and the government nullified the scholarships of university students for the same reason (ibid.). Underage students have also been arrested, with figures reaching 191, 124, 56, and 41 in 2016, 2017, 2018, and 2019, respectively (ibid.). As a result of their incarceration, these children have been deprived of education. The Bahraini government also executed a student, Ali al-Singace, in 2017, although he was underage at the time of his arrest (ibid.).
Furthermore, the government has been accused of discriminatory practices in scholarship distributions (ibid.). Personal interviews account for a large part of the scholarship allocation process, and many students reported that authorities questioned them on their political beliefs (ibid.). To illustrate, some top students were deprived of scholarships and unable to acquire jobs due to their political opinions (ibid.). Thus, by persecuting educators and students for their political opinions and assigning scholarships according to political ideology, the Bahraini government is compromising human rights and the quality of education.
Conclusion and recommendations
Altogether, Bahrain should continue to offer free and mandatory education for all children from primary to secondary school, with special attention to low-income families. Regarding inclusivity and equality, the government should continue to ensure that girls and boys have access to education and sustain high literacy rates. Given that Bahrain only uses a very partial percentage of its GDP on education, the government could invest more money to ensure that the quality of education does not diminish.
The matter of human rights and freedom of expression is currently an urgent matter in Bahrain. There is a need for legislation to prevent any administrative practices that involve discrimination, and the Bahraini government should be encouraged to include human rights principles in its academic curricula.
Concerning inclusive education, the Ministry of Education should draft a tailored curriculum and ensure educators are more adaptable to students with disabilities. Special needs education should also enable a smooth transition to secondary education and ensure that students have the necessary life skills and social and communication skills.
There should be staff with appropriate training and educational material available to students with special needs so teachers can give the proper attention to their students. Additionally, Bahrain’s school system needs to adapt its facilities to the aspirations of students with disabilities instead of offering segregated and isolated facilities. Resources and facilities can be used more efficiently by shifting to a more inclusive educational environment. In other words, the government should advocate for an educational model that focuses on empowerment rather than assimilating students with special needs to the social norm.
References
Al Khalifa, H. (2022). Reviewing Inclusive Education for Children with Special Educational Needs in Bahrain Public Schools. International Journal of Disability, Development and Education, pp.1-20.
Bahrain Center for Human Rights (2021). “Education in Bahrain: Discrimination and no place for freedom of expression”. Accessed on 23rd July 2023, https://bahrainrights.net/?p=13343
Buheji, M., Ahmed, D., Abdulkareem, T., Buheji, B., Eidan, S. and Perepelkin, N. (2020). Emergency remote education in Bahrain, Iraq, and Russia During the COVID-19 pandemic: A comparative case study. Human Systems Management, 39(4), pp.473-493.
On October 7th, Hamas launched a significant attack on Israeli territory during a festival just outside the walls surrounding the Gaza Strip. This event resulted in the tragic loss of over 250 Israeli civilians’ lives, with many others kidnapped and held captive in the enclave. In response, Israel initiated a full-scale conflict with Hamas, leading to airstrikes on Gaza and a comprehensive border siege. The conflict has had devastating consequences, with an estimated 3,000 Palestinian casualties attributed to Hamas’ initial attack, alongside the loss of over 1,300 Israeli civilian lives. It has triggered a tragic humanitarian crisis for over 2 million Palestinians in the world’s most densely populated city.
Reflecting on the human cost, it is heartbreaking to note that over 1,000 children have died in Gaza since the start of the conflict, as estimated by the Gaza Health Ministry. As half of Gaza’s 2.3 million population is under 18, the United Nations and the international community must redouble their efforts to encourage an immediate ceasefire and scrutinise both sides on their adherence to the rules of international law. UN Secretary-General Antonio Guterres has called for an immediate humanitarian ceasefire, stating that “Hamas attacks cannot justify the collective punishment of the Palestinian people.”
The challenges of recent ongoing discussions in progress involving the United States, the European Union, Israel, and Egypt are deeply concerning. The primary goal of these discussions is to facilitate the entry of critical humanitarian aid from Egypt to Gaza by opening the Rafah crossing; regrettably, these negotiations have faced significant obstacles, as Israel has targeted the Rafah crossing with airstrikes on four occasions since the onset of the conflict on October 7th. Hundreds of Egyptian humanitarian trucks are stuck at the Rafah crossing, with the Egyptian government pressuring Israel and the US to hold a ceasefire so that unrestricted humanitarian aid may reach many wounded men, women, and children.
On October 17th, a massive blast rocked Al-Ahli Baptist Hospital in Gaza, where doctors and nurses were tending to injured Palestinians, including women and children, and other Palestinians still were seeking shelter. This incident became the site of the highest death toll of any single event since the start of the current conflict, claiming the lives of 500 people, as reported by the Palestinian health authorities. Both main military actors in the conflict, Hamas and the Israeli Defense Force, claim that the other side was responsible for the incident.
As this conflict has brought about an unprecedented humanitarian crisis, with almost 2.2 million Palestinians left without access to introductory provisions such as food, water, and electricity, Broken Chalk raises its voice to call for immediate action to stop ongoing extreme human rights violations to bring stability within the region and for all humanity. We call on the Israeli government and the international community to urgently hold a ceasefire and allow humanitarian aid to pass through the Rafah border, providing for many displaced and affected Palestinians. We call on the Israeli government to strictly abide by the rules of international law concerning protecting hospitals, journalists, and civilians. We believe that it is contingent that the international community exercise more scrutiny on Israel’s government to ensure that human rights are upheld. It is urgent that Israel lift the siege on Gaza to allow for water, food, electricity and fuel to reach Palestinian hospitals.
Broken Chalk announces it to the public with due respect.
In a significant judgement on the 26th of September, the Grand Chamber of the European Court of Human Rights held that Türkiye has to address a systematic problem of terrorism convictions decisively based on using a messaging application by the accused. The Court held that there had been a violation of Article 7 ECHR (no punishment without law), Article 6(1) ECHR (right to a fair trial) and Article 11 (freedom of assembly and association).
Facts of the case
The case had to deal with the conviction of a former teacher, Yüksel Yalçınkaya, who was assumed to have participated in an armed terrorist organisation called the “FETÖ/PDY” formerly known as the “Gülen movement” and considered by the Turkish authorities to be behind the attempted coup d’état of 15 July 2016.
The teacher was arrested in 2016 on suspicion of membership in a terrorist organisation. He was put in pre-trial detention and received his bill of indictment in 2017. According to the authorities, the accusation and the following arrest were based on the following evidence: suspicious banking activity, membership of a trade union, which allegedly had a terrorist link and the use of a mobile application called ByLock, which had reportedly been used for communication purposes by the members of the terrorist organisation.
Following his trial, Mr. Yalçınkaya was sentenced to six years and three months in prison. A decision later upheld by the Court of Appeal in Ankara and the Cassation Court. The decisive evidence in the case was using the mobile application, which was considered exclusively employed by the “FETÖ/PDY”. The Bank Asya account and the participation in the trade union served as supportive evidence due to their affiliation with the terrorist organisation.
Applicant’s submission before the Court of Human Rights
Following his conviction, Mr Yalçınkaya lodged an application with the European Court of Human Rights in 2020 due to alleged violations of his rights under the European Convention on Human Rights.
He relied on Article 6(1) ECHR, which stipulates the right to a fair trial. According to the applicant, there were irregularities regarding the collection and the admissibility of the evidence regarding the ByLock application. Furthermore, according to the applicant, there were difficulties in challenging said evidence, which is an essential procedure constituting a fair trial.
Mr Yalçınkaya also alleged a violation of Article 7 (stipulating that there shouldn’t be a punishment if the act or the omission were not categorised as a crime at the time of committing) and 11 ECHR (stipulating the freedom of assembly and association) because his conviction was based on acts which did not constitute a crime under Turkish law—mainly, the participation in a trade union and the possession of a bank account.
Government’s submission
The Turkish Government argued that a state of emergency justified all measures taken following an attempted military coup. Therefore, according to its representatives, Türkiye has not violated any applicant’s rights under the ECHR. The Government used in its defence article 15 ECHR, which stipulates that in the case of any nation-threatening emergency, the country might derogate from its obligations under the Convention.
Judgement of the Court
Regarding the defence put forward by the Turkish Government regarding Article 15 ECHR, the Court of Human Rights has decided that Article 15 does not allow for a derogation from Article 7 ECHR. Therefore, it will be considered only about the other articles mentioned in the case.
Regarding the violation of Article 7 ECHR, the Court established that it prescribes that only an existing legal provision can define a criminal act and lay out a penalty. Such a law should not be enacted to the detriment of the accused. The Court agreed that article 314(2) of the Turkish Criminal Code and the provisions of the Prevention of Terrorism Act, which constitute the legal framework under which Mr Yalçınkaya was convicted in Türkiye are clear and well-defined enough for the applicant to understand whether he has committed a criminal offence.
Under Turkish legislation, for the convicted to be liable for participation in a terrorist organisation, there has to be proof of his specific knowledge and intent to be a member of the terrorist group. For example, there had to be an “organic link” with the organisation; that link should be continuous, and they must be well aware that the group’s activities are illegal and the person must possess a specific intent to further such unlawful activities. There should also be proof that the accused willingly participated in the organisation’s hierarchical structure. It is not enough that the law was well defined. The law had to be applied precisely, following all of its requirements regarding a conviction. Something the Turkish authorities failed to do.
The ECtHR held that the Turkish authorities failed to prove every requirement of the law but instead automatically presumed that Mr Yalçınkaya was a member of the “FETÖ/PDY” solely because he was using the app ByLock. That assumption was made irrespective of the nature of his messages or the receivers of his messages. The applicant had no opportunity to defend himself nor challenge such presumptions and allegations. Therefore, his rights under Article 7 ECHR were violated as the article aims to ensure safeguards against arbitrary convictions.
The Court also sided with the applicant regarding the violation of Article 6 ECHR, or the right to a fair trial. The Court held that for Article 6 to be ensured correctly, evidence in a problem had to be collected fairly and legally, and the accused should be able to challenge and review the evidence against him. Those are some of the factors required for a fair trial to be ensured.
In this case, the Turkish courts had failed to ensure the safeguards prescribed by Article 6(1) ECHR. Firstly, there was no valid reason why the ByLock data was kept from the applicant, nor why the applicant was not allowed to comment on the evidence against him, which would have also allowed him to challenge its validity. The Courts have also denied the applicants’ request that the ByLock data be submitted to an independent examination to ensure its validity. The disregard for such safeguards constitutes a violation of Article 6 ECHR.
Regarding Article 11 ECHR, the Court held that the applicant’s conviction of membership in a terrorist organisation based on his participation in a trade union constitutes a violation of his rights. The mere participation in a trade union that has operated lawfully before the coup cannot be foreseen as an indication of criminal conduct.
According to the court
There are currently approximately 8,500 applications on the Court’s docket involving similar complaints under Articles 7 and 6 of the Convention, and given that the authorities had identified around 100,000 ByLock users, many more might potentially be lodged. The problems which had led to findings of violations were systemic. Under Article 46 (binding force and implementation of judgments), the Court held that Türkiye had to take general measures appropriate to address those systemic problems, notably regarding the Turkish judiciary’s approach to Bylock evidence.
Following the decision
The Court’s judgement received criticism from the Turkish Minister of Justice Yılmaz Tunç, who described it as unacceptable due to the ECtHR “overstepping its jurisdiction” by examining the credibility or lack of evidence used in the national trial. On the contrary, the applicant’s lawyer, Johan Heymans, characterised the judgement as a “milestone” and stated his belief that the decision of the Court would set an important precedent for similar Turkish cases.
Sources:
YÜKSEL YALÇINKAYA v TÜRKİYE App no 15669/20 (ECtHR, 26 September 2023)
European Court of Human Rights, ‘Türkiye must address systemic problem of convictions for terrorism offences based decisively on accused’s use of the ByLock messaging application’ (Press Release issued by the Registrar of the Court, 26.09.2023) accessed 17 September 2023
‘Conviction based on app use violated Turkish teacher’s rights, European court rules’ (Euronews, 26 September 2023) <https://www.euronews.com/2023/09/26/conviction-based-on-app-use-violated-turkish-teachers-rights-european-court-rules> accessed 17 September 2023
Freedom Writers is an American film which was released on 2007 based on the book from 1999 titled The Freedom Writers Diary. The movie was written and directed by Richard LaGravanese and the character of Gruwell was portrayed by the actress Hilary Swank, who starred alongside other names such as Scott Glenn, Imelda Stauntan, Patrick Dempsey and Mario Dewar Barrett.[1]
BACKGROUND
Based on real life events, it depicts the story of Erin Gruwell, an English teacher at Woodrow Wilson Classical High School in Long Beach, California. Gruwell had already been in the spotlight for her labor as a teacher in the ABC News program Primetime Live, where her story was told by Tracey Durning in a documentary.[3] The plot of the movie is inspired by the real stories that the students of Gruwell´s English class compiled themselves. The name also makes a reference to the multiracial civil rights activists known as ‘Freedom Riders’, who are known for testing the U.S. Supreme Court decision in Boynton v. Virginia, ordering the desegregation of interstate buses.[4]
PLOT OF THE MOVIE
The events of the movie take place at Woodrow Wilson High School, in Long Beach California, in the 90s. The school used to be a prestigious institution until the enforcement of the voluntary integration of at-risk students and students of color, amidst the increase of racial tension.[5] The topics of gang violence, race and intolerance are displayed throughout the whole movie.
Eva, of Latin American background, goes to a convenience store while Paco, her boyfriend, waits outside. Grant Rice, a fellow student of African American ethnicity who was involved in a brawl with Paco days before, is leaving the same store, and when doing so, Paco retaliates against him. Unfortunately, he hits instead one of Sindy Ngor´s friends, another fellow student of Cambodian ethnicity who was at the same location. Grant is arrested later and Eva is called as a witness to the case, being torn between protecting her boyfriend or telling the truth.
After this incident, Erin decides to openly address racism and teaches her students about the Holocaust, which came as a surprise for most of the students except for Ben Samuels, a White student. Then, Gruwell asks her students to play what she calls “the line game”, which consists of taking steps forward if the students have experienced any of the events mentioned by the teacher. Upon seeing that everybody has gone through something of their own, the students grow closer together. Gruwell provides the students with diaries so they can use them as a vehicle to tell their stories.
Upon more efforts from Gruwell to educate her students on tolerance and race, Eva Benítez goes against her father´s wishes to always protect their own and tells the truth about Paco and the killing.
Ultimately, Gruwell compiles all of the students´ diary entries into ‘The Freedom Writers Diary’. Despite facing personal problems and challenges to be able to teach again, she manages to do so – being responsible for preparing many students, most of them the firsts in their families, to graduate and attend college.
AFTERMATH
These events took place in the 90s, so their protagonists have had time to reflect upon the experiences they lived and carry them on moving forward.
One of the students from Woodrow Wilson High School, Sue Ellen Alpizar, recalls her problematic family background growing up, and how in school she was considered “not college material”. She recalls feeling afraid when turning in her first paper, but Gruwell instead helped her becoming aware of her learning disorder. Her learning abilities improved and she went on to obtain degrees from two different colleges and currently works at the Freedom Writers Foundation.
“Erin was the first person to tell me I could go to college,the first person who believed in me”[6]
Sue Ellen Alpizar
Another student, Latilla Cain, revealed that she grew up in a gang environment. She recalls that Gruwell´s efforts to get to know her as an individual made a difference with her. Currently, she is a program specialist with Big Brothers Big Sisters of Orange County & Inland Empire and is also a program coordinator with the Freedom Writers Foundation.
According to Gruwell´s testimony, all of the Freedom Writers graduated from high school, which is a major achievement. Most of them went to college, graduated with a degree and some even have more advanced degrees.
“It´s a remarkable story of how a teachercan have a tremendous impact on students”[7]
Carl Cohn
Over the years, Gruwell´s impact on her students has materialized and it has become more and more notable. Nevertheless, she also likes to draw attention to the impact that the students have had on her.
“I learn from them every day, and, in this way,I have also become their student”[8]
Erin Gruwell
[1] For more information about the movie, see, for example, here
[7] Quote from Carl Cohn, Executive Director for the California Collaborative for Educational Excellence, who at the time was the Superintendent. Ibid n(10)
The Great Debaters is a 2007 American movie, based upon a 1997 article for the magazine American Legacy, which focuses on African-American history and culture. The film was written by Robert Eisele and directed by Denzel Washington, who also stars in the picture as debate coach Melvin B. Tolson. The cast is complemented by a wide array of notable performers, including actors of the caliber of John Heard, Nate Parker, Denzel Whitaker and Forest Whitaker[1].
Background
Based on a true story, the movie tells the story of Melvin B. Tolson, a debate coach at Wiley College in Marshall, Texas, and his attempt to place the debate team on an equal playing field with other schools. Marshall was defined by James Farmer Jr. (one of the debate team members) as “the last city to surrender after the Civil War”[3], and Wiley College has always been a historically ‘black’ college[4], being part of the Methodist Episcopal Church in Southern U.S., and the laws in place at the time were enforcing racial segregation, including putting African-American citizens at risk of lynching. The plot of the movie revolves around the Wiley College debate team’s run towards the national championship, and the struggles they had to face during the journey.
Plot of the movie
The events of the movie take place at Wiley College in Marshall, Texas in the 1930s. Professor Melvin B. Tolson is accurately screening a preliminary pool of 360 students in order to eventually select 4 individuals: Samantha Booke, Hamilton Burgess, James Farmer Jr. and Henry Lowe. Booke (first woman to ever participate in the endeavor) and Farmer Jr. (son of the famous James Farmer) were the back-ups, whereas Lowe and Burgess were the starters for the team. Both Lowe and Farmer Jr. develop feelings for Booke, who only reciprocates the sentiment for the former, leaving the barely 14-year-old Farmer Jr. in dismay. Besides these romantic dynamics, socio-cultural themes are also widely explored throughout the movie, including the ensuing Great Depression as well as the abuses suffered by the African-American community on a daily basis[5].
The team starts practicing: professor Tolson has the occasion to showcase his knowledge when involved in one of the debates with his students, citing among others Willy Lynch, a military officer and slave-owner during the Civil War whose name is said to have been the origin for the term lynching. The first challenge for the debate team is against Paul Quinn College, another historically ‘black’ university located in Dallas, Texas. By quoting the famous saying by Tacito ‘ubi solitudinem faciunt, pacem appellant’[6] (they create desolation and call it peace), Lowe takes home the first win for the team.
The team continues with its positive streak, until they face University of Oklahoma; at this point, Burgess decides to leave the team in fear of retaliation and Booke substitutes him in her first official debate ever. She references Henry Johnson and Needham Roberts, as well as sergeant Crocker (the last soldier to be murdered in the Civil War), with all them being heroes in the African-American community and gets the win for Wiley College.
Samantha Booke, portrayed by Jurnee Smollett, during the Oklahoma debate[7]
Eventually, the team gets to face the reigning champions, Harvard University, and manages to win thanks to the argument by the youngest member of the group, Farmer Jr. His closing statement is a paraphrase of St. Augustine “un unjust law is no law at all”; this is a recurring exchange between the Farmer characters (both father and son)[8].
Aftermath
As the events depicted in the movie take place over 70 years before its release (and almost 90 years from today), there has been much change and evolution on the matter. As a consequence, little information is known about its protagonists. James Farmer Jr. went on to become a civil rights leader and one of the most prominent figures in the African-American community and established the Congress of Racial Equality, serving as its first director for a brief period precedent to World War II[9].
“‘Un unjust law is no law at all’, which means I have a right, even a duty, to resist – with violence or civil disobedience. You should pray I chose the latter”
James Farmer Jr. quoting Saint Augustine during the championship debate[10]
On the other hand, some of the names in the movie are not historically accurate: for example, the character of Samantha Booke was loosely based on Henrietta Bell Wells; similarly, the reigning champions, identified as students of Harvard university, were actually members of the University of Southern California. On that note, the debate team from Wiley College was never actually declared champion as African-American individuals were not able to be full members of the debate society until after the Second World War[11].
Moreover, the movie itself generated a big cultural impact: the release of the motion picture coincided with a national effort to establish debate programs in troubled schools that struggled with financing or those located within inner-cities. In addition, the director of the movie, Denzel Washington, donated 1,000,000 dollars to Wiley College in order to reinstate their debate team[12].
FUN FACT: the movie was directed by Denzel Washington, and the actor that plays James Farmer Jr. was named Denzel in his honor. Also, the actor that plays Farmer Sr. (Forest Whitaker) shares the same last name as the actor that plays his son (Denzel Whitaker); however, they are not related.
[1] For more information about the movie, see here
Teachers embody elements of creativity, sacrifice and selfless service. This allows them to influence individuals into those who create a positive change for society. The education imparted by teachers goes beyond the textbook knowledge. Through education being imparted in the rightful manner, we will be able to reduce conflict, prejudice and poverty. Recognising the role of teachers as educators, mentors, and role models requires us to prioritise their well-being and professional development. Teachers play a pivotal role in having a society characterised by innovation, creativity and progress.
This year, for World Teachers’ Day, the theme UNESCO will focus on is “The teachers we need for the education we want: The global imperative to reverse the teacher shortage”. Advocating for the teaching profession to be treated with dignity, promoting inspiring practices by other teachers which can be inculcated with the rest of society, analysing the challenges faced by teachers in varied settings, ensuring that efficient steps are taken to retain and motivate teachers are requirements that necessitate prompt attention.
Recent data from UNESCO tells us that 44 million is the number of teachers required to meet the goal of providing primary and secondary education for all students by 2030. The primary source of the problem is the need for more funding for these teachers. This is coupled with the need for more value, training and support given to the profession. It creates a dismal atmosphere for the teachers who remain in the profession and does not motivate other talented candidates to pursue it. COVID-19 was a massive setback for the teachers as they were unprepared and underequipped to face such a challenge. We must reflect on the support necessary to function to their best potential. Their talent and vocation can only be further developed if we are to rethink how to enrich this profession globally.
The ILO/UNESCO Recommendation concerning the Status of Teachers (1966) and the UNESCO Recommendation concerning the Status of Higher-Education Teaching Personnel (1997) are two important Recommendations that highlight teachers’ indispensable role in humanity. Countries are urged to consider these recommendations and implement them to uplift the position of teachers and other educators.
Teachers are the beacons for transforming education. The UNESCO-Hamdan Prize for Teacher Development awards three laureates every two years with prize money for innovative practices that focus on enhancing the quality of teaching and learning worldwide. The Varkey Foundation also awards the prestigious Global Teacher Prize in collaboration with UNESCO and in partnership with Dubai Cares, a UAE-based global philanthropic organisation. It is awarded to a teacher who has made an outstanding contribution to the teaching profession. Past winners of this award, namely Keishia Thorpe (2021) and Ranjitsinh Disale (2020), hold inspirational qualities and provide a mould for overcoming challenges within the teaching environment. Their noteworthy contributions highlight the sacrifice, solicitude and sincerity teachers make for humanity’s betterment.
Teachers play a crucial role in establishing a positive influence in the lives of many individuals from the ground up. The efforts put in by the teachers go much beyond the four walls of the classroom. Teachers lay the foundation for the growth and development of young minds. A thirst for knowledge is inculcated among the students because of them. They have been instrumental in helping build peace among young people across conflict zones and reducing child marriages in many parts of the world. These are some significant triumphs teachers have been able to achieve. Teachers play a fundamental role in breaking barriers, making ethical choices and growing into responsible global citizens upholding values of empathy, equality and tolerance.
In the world of fame and glamour, there’s often an untold story of deep gratitude for teachers. One such heartwarming moment unfolded during Adele’s concert special, “An Audience with Adele,” in 2021, in which the audience witnessed the profound impact of a year eight teacher on an internationally known singer and songwriter.
Amidst the performance, Emma Thompson, an actress herself, posed a simple yet profound question to Adele. She asked whether Adele had anyone who had been truly inspiring and supportive in her youth. Adele’s response was spontaneous and filled with genuine warmth. With a hint of nostalgia in her voice, Adele shared her high school English teacher, Miss McDonald, with the audience. “It was just one year, but she got me really into literature. Like, I’ve always been obsessed with English, and obviously now I write lyrics,” Adele revealed. She also confessed that whilst Miss McDonald taught street dance, Adele was too shy to join her course. What stood out in Adele’s recollection was Miss McDonald’s unique charm. “She was so bloody cool. So engaging. She really made us care, and we knew that she cared about us.” What seemed to have left an impression was how she used to dress, with gold bracelets and sequins, with her appreciation for her teacher being tangible in her voice and her very British way of speaking about her teacher, with warmth but the typical directness and an amount of hard truth being tangible.
As Emma Thompson continued the conversation, the audience erupted in cheers. Adele, tears of joy streaming down her face, broke into a radiant smile as she realised her beloved teacher, Miss McDonald, was present. In a touching moment, teacher and student embraced, and Adele publicly acknowledged how Miss McDonald had “changed her life.”
Adele’s story of teacher appreciation is not the only one that has been shared. In 2017, John Legend wrote an article for the Huffington Post, expressing hope for future generations due to the incredible educators who influenced his life. He paid tribute to his English teacher, Mrs Bodey, saying, “Until her class, I hadn’t believed in my ability as a writer. She recognised my potential and showed me that I could write with creativity, clarity, and passion.” Legend credited teachers like Mrs. Bodey for instilling the confidence to chase his dreams.
Dr Maya Angelou, the literary icon, once spoke reverently about her neighbour and teacher, Bertha Flowers. Angelou attested that Flowers remained a guiding light throughout her life, symbolising the kindness and grace that humanity could embody.
The influence of teachers extends far beyond music and literature. Numerous actors, musicians, writers, artists, and world leaders have testified to the profound impact of their educators.
Take Alexandria Ocasio-Cortez, a globally respected democratic politician known for her direct and evidence-based political approach. In 2020, she received a heartfelt message from a teacher on Twitter, prompting her to express gratitude for her unwavering support and belief in her during her formative years.
Teachers play a pivotal role in the lives of young people, shaping how they view themselves, learn, and engage with the world. Teachers possess the extraordinary ability to make students feel seen and valued, nurturing a sense of purpose and direction.
As we celebrate Teacher Appreciation Day, let’s take a moment to reflect on the teachers who have left a lasting mark on our lives and the countless others who have ignited greatness in the world’s most celebrated individuals. Teachers are the unsung heroes shaping the future, one student at a time, leaving behind a lasting legacy of knowledge, compassion, and empowerment.
Today, we honour and thank the educators who have illuminated our paths toward wisdom and a better, fairer and more inclusive future.
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