More than half of all refugee children are out of school

Written by Isaac Kuugaayeng

Education is a basic human right and tool that can transform individuals’ lives and yield more significant societal change. Education empowers, enlightens, and gives protection. Maybe not everyone is fond of the traditional schooling system of their own country, but no one can deny the power of learning – and this is what we should stand for. So, useful or not, knowledge should still be easier to access. Those who want to learn should be able to do so, especially in this era of digitalization, where many valuable teaching and learning tools can now be stored and accessed on the internet. The developed world can boast about parents waking their younger kids, preparing and taking them to daycare. Older kids and teenagers eagerly enter through the gates of their educational institutions in their parents’ cars or their school buses with beaming smiles on their faces.

According to the UN High Commissioner for Refugees, school is where refugees are offered a second opportunity. Failure to make this opportunity available to refugees will be an absolute denial of the chance to acquire the requisite knowledge and skills, which will be a springboard for their future development. Pathetic enough, it appears education is only a privilege in some parts of the world. The situation is worse in conflict areas where the conditions for providing education are incredibly challenging. There are 75 million children living in places devastated by violence, which means that educational institutions are under attack, and students and teachers get hurt.  In many refugee camps, there is no daycare. There are no schools or other educational institutions, let alone universities. Some people in these parts do not even know that such establishments exist. The chances for learning are slim, and education is consistently dwindling now and then, with the illiteracy rate skyrocketing. According to the UN Refugee Agency report from August 2019, about 3.7 million refugee children do not attend school. The statistics from the UNHCR indicate that as of August of last year, only 24 % of refugee children were enrolled in secondary school, while scarcely 3 % attended university.

The gross decline in the drop out of school by refugee children could be a result of the lack of funding for refugee education. In many refugee camps, the basic infrastructure needed to support schooling are readily unavailable because of the lack of funding from central and local governments, private sector individuals, civil society organizations and NGOs, churches etc. 

Syrian refugee children attend a lesson in a UNICEF temporary classroom in northern Lebanon. Photo by Russell Watkins/DFID

Moreover, for many refugees, their survival is their principal concern. Focus on education will only be futile for some refugees because their minds are not mentally and psychologically psyched enough to take the academic burden that may set in when they enroll in schools. Hence, access to education is often overlooked and seen as a secondary matter, and its importance is degraded. The displacement of refugees usually lasts from 10 to 20 years. In a worst-case scenario, this can lead to a 20-year-old or older person without any education or the will to pursue it. It often shows that age is a massive barrier to pursuing education, especially elementary. The older people get, the less confidence they have in themselves regarding learning. Even in instances where these refugees defy the odds and make it a point to still go to school, the chances of going far and getting into university or college are so slim.

As said by Gandhi, there is a need for greater investment in refugee education to ensure that children who are victims of such circumstances do not just have their future shattered but will get the chance to be educated and make meaningful contributions to society. This implies that educating refugee children does not result in any ‘instant’ benefit. It does not provide shelter, nor does it feed hungry mouths. But it brings hope and gives purpose, drawing these children toward a better and fulfilled future. In many countries, educating refugees is daunting as they are frequently stationed in parts where the countries in question struggle with educating their citizens. Still, some refugee camps offer basic schooling. It may not be of the most excellent quality, but it helps ignite interest in learning. Studying can provide a daily structure, which is of high importance in the misplaced life of a refugee child. Many of them are alone, not accompanied by their families, and learning in classes with other children provides foundations for further education and the comforting company of others.

It is important to note that not only is the inclusion of refugee children into the school system a critical issue, but also for the greater good of society. This suffices to say that the inclusion of refugee children into the school should not be limited to just some unofficial parallel schools, but rather the recognized national education system as this will give them a chance to follow a formal, recognized curriculum through pre-primary, primary and secondary school. This will provide them with the credentials that will allow them to pursue higher education or more technical training. Education gives children a sense of normality and teaches them about life outside of their current, vulnerable environment. One of the education briefs of the UNHCR stated that “Educated children and youth stand a greater chance of becoming adults who can participate effectively in civil society in all contexts.” Going to school allows easier integration into the new environment. The approach to educating refugees will be more impactful and rewarding than ever. Turkey, for instance, provides Turkish language training to help refugees integrate more quickly. Children feel more secure going to school if they at least understand the language basics. They can better follow the lessons and feel included and like they belong.

There have been more substantial improvements in the situation than years ago. However, there is still room for bettering the situation. We cannot anticipate any significant change if we do not strive to improve the world in every way possible. Governments across the globe can contribute to making the situation better. Private individuals, churches, and societies who wish to make the world a better place can also donate to many nonprofit organizations to make better the condition of refugee children and reduce the steep decline in the dropout. Also, there are a lot of people who leave their comfortable homes and nations in order to aid and educate young children who have probably never even seen a book in their lives, and such individuals deserve the support of the world in such a great course.

Sources:

https://www.weforum.org/agenda/2019/02/millions-are-still-out-of-school-this-is-the-worlds-plan-to-change-that/

https://openknowledge.worldbank.org/bitstream/handle/10986/29956/HighCostOfNotEducatingGirls.pdf?sequence=6&isAllowed=y

https://www.unhcr.org/education.html

https://www.un.org/en/academic-impact/refugee-education-crisis-more-half-worlds-school-age-refugee-children-do-not-get#:~:text=Contact%20Us-,Refugee%20education%20in%20crisis%3A%20More%20than%20half%20of%20the%20world’s,in%20a%20report%20released%20today

Educational challenges in Ghana

Written by Isaac Kuugaayeng

Education has always proven to be a pivotal tool for any country’s development.  It is a connecting element to expedite the realization of most of the goals and targets of the global Sustainable Development Goals (SDGs). One of the fundamental rights of every child is the right to education according to the United Nations Convention on the Rights of the Child. It is instructive to note that not only is education a human right but an indispensable element that facilitates the realization of other human rights (UN,2001). As a result of the great significance of education, many institutions including governments and NGOs across the globe have been making efforts to promote education. For instance, the World Conference on Education for All held in March 1990 in Jomitien, Thailand, sought to universalize basic education and wipe out illiteracy (Haddad et al. 1990).  According to the 2012 Global Monitoring Report (UNESCO, 2012), the government of Ghana has made significant strides in efforts to ensure the realization of quality education accessible to all. Major miles made in the educational sector in Ghana include the cancellation of school fees and the introduction of capitation grants in 2005, the introduction of compulsory preschool education in 2007, and the achievement of gender parity in basic school enrollment in 2010. These initiatives have enabled Ghana to be one of the leading countries in Sub-Saharan Africa in terms of reaching the EFA Goals for 2015. Despite all the initiatives the government and other civil organizations including NGOs have put in place to combat the challenges of education in Ghana, rural education in Ghana is still fraught with many challenges that demand the government’s attention and swift action. A study conducted by Adams et.al in 2016 revealed that while basic school enrollment in Ghana has improved significantly in recent years, one major challenge facing it has been the ascendancy in the levels of dropouts among school children triggered by a myriad of factors.

Kassena Nankana District – Ghana. Photo by Axel Fassio/CIFOR

The situation is even worst in the northern part of Ghana. The persistent inadequacy of safe and sound school buildings with basic facilities such as books, library facilities, and computer labs among others for children remains a major barrier to children’s access to basic education as a right. The few school buildings which happen to be found are very poor and deplorable with some virtually serving as death traps to these innocent school children whose future remains bleak.  Children as small as kids from kindergarten to primary school usually have to trek longer distances between homes and school and no means of transportation are available to convey the students to and from school. This blatantly disincentivizes and kills the enthusiasm in many of them leading to the ascendancy in school drop-out among many rural school-going-age children. A study conducted by Imoro in 2009 on the dimensions of basic school dropouts in rural Ghana confirms that dropout rates remained high at about 20% for boys and 30% for girls at primary school and 15% for boys and 30% for girls at Junior High School (JHS) level.  The situation becomes worse for rural districts and much uglier for the northern part of Ghana. The challenge is even compounded by the glaring inadequacy of the requisite human resources to fill the minimum criteria of the school which is causing an average of 30 dropouts daily(Africa Education Watch, 2021). This becomes a bane to educational success in many rural areas in the northern part of Ghana.

It is heartbreaking to learn that most of the existing schools are badly maintained thereby rendering most of the classrooms not safe enough for children and their teachers to conduct teaching and learning activities.

Consequently, this thwarts the pace of educational development resulting in a whooping gap between children from rural and urban areas in terms of quality education.

In all these, the female child becomes the more unfortunate one. Some parents will end up encouraging their female children to get married since school is nothing better and they will not make anything out of it leading to a high rate of female dropout after primary level. According to UNESCO (2022), there are over 192,500 school dropouts in Ghana, with over 102,000 being girls. Up to 30% of school dropouts occurring among girls is attributed to teenage pregnancy emanating from social-cultural and economic factors. The Ministry of Health reports 555,575 teenage pregnancies between 2016 and 2020, with 109,865 teenage pregnancies in 2020 alone.  A study by Linus Mwinkaar and Martin Ako in 2020 on Female Education in Senior High Schools in Gomoa West District of the Central Region of Ghana revealed that factors such as cultural practices and entrenched beliefs, poverty, low level of education of parents, unconducive school environment, early marriages, teacher absenteeism, parental negative attitude towards education, inadequate parental attention to girl’s education affect female education negatively. Not forgetting the immense blow covid-19 had on the educational terrain of the country, the closure of schools across the country due to the COVID-19 pandemic on education can never be overemphasized, and teenage girls are the most affected in this case. A report by Africa Education Watch during their monitoring of the partial re-opening of schools for finalists indicates that, 20% of schools recorded between 1-3 girls not returning to school due to teenage pregnancy and migration. The COVID-19 pandemic, therefore, had a massive negative impact on education which is still a problem even now as many students have been lost to teenage pregnancies while others have dropped out completely.

Pong Tamale Experimental Primary School. Photo by: GPE/Stephan Bachenheimer

This hit me as a reality when I visited a farming community called Sietori in the Jirapa municipality. The community has not got even a Kindergarten. Children have to usually trek longer distances to attend school. This puts these younger children and disabled children at such a great disadvantage because it becomes impossible for some to even go to school if no one helps them due to the distance they have to travel to go to school. This phenomenon is troubling. These children are deprived of their right to education.

Although the 1992 constitution of Ghana provides that the State shall provide educational facilities at all levels and in all the Regions of Ghana, and shall, to the greatest extent feasible, make those facilities available to all citizens, this I will say is still mere rhetoric rather than reality, especially where children in rural areas are concerned. Despite the constitutional provision, there still exist great disparity and unequal access to quality education in the rural areas against the urban setting. This has marginalized and deprived the multitude of children in their quest to achieve their dreams and potential because the system is unkind and unfavorable to them.

It should not be misconstrued that urban education has no educational challenges. Students in the city are exposed to many social and environmental happenings in their surroundings and daily interactions making them far better in terms of depth of knowledge and academic performance than rural students.

The challenges of rural education far exceed the reality of urban education.

Rural education is characterized by gross unequal distribution of educational infrastructure, inadequate human resources(teachers), constant paucity of funds to finance educational activities, poor planning, and defective policy implementation. On November 3, 2021, Africa Education Watch in a TV interview raised concerns about unfair distribution of trained teachers to parts of the country.  According to the group, the situation is contributing greatly to the poor teaching and learning outcomes, particularly at the basic level especially in many rural settings when there a lot of teachers in urban areas to the detriment of students in rural education. The resultant effects are no different from consistent abysmal performances, loss of enthusiasm, and finally high school drop-out because the readiness and efforts of these school children are inhibited by factors beyond their control. In this unfortunate situation, rural education continues to suffer deprivation partly because of politics in educational planning which makes it difficult for policy implementers to deliver their tasks due to political manipulations.

Education provides people with the knowledge and skills to help improve economic growth and reduce poverty. Children must therefore not be denied a quality and equal education system.

Hence, there is a need for policymakers, government officials and NGOs, advocacy groups at all levels including the national, regional, district, and community or grassroots levels should join hands in ameliorating the conditions by igniting qualitative and sustainable change in rural education to lessen the deprivation of children of their right to basic education. 

References

Casely-Hayford, L., Seidu, A., Campbell, S., Quansah, T., Gyabaah, K., & Rukayatu, A. (2013). The quality and inclusivity of basic education across Ghana’s three northern regions: A look at change, learning effectiveness and efficiency: Research under the tackling education needs inclusively (TENI) project. VSO. Retrieved from: Final Policy Brief – TENI Quality of Education.pdf

Abdallah, H., Fuseini, M. N., Abudu, A. M., & Nuhu, Y. (2014). Dilemma of basic school pupils in Northern Ghana with respect to their learning context. Education Research International, 2014. Retrieved from: https://www.hindawi.com/journals/edri/2014/140737/

Adam, S., Adom, D., & Bediako, A. B. (2016). The Major Factors That Influence Basic School Dropout in Rural Ghana: The Case of Asunafo South District in the Brong Ahafo Region of Ghana. Journal of Education and Practice, 7(28), 1-8. Retrieved from: https://eric.ed.gov/?id=EJ1118546

Imoro, B. (2009). Dimensions of basic school dropouts in rural Ghana: The case of Asutifi District. Journal of Science and Technology (Ghana), 29(3). Retrieved from  https://www.ajol.info/index.php/just/article/view/50093

Inequitable distribution of teachers hampering education in rural areas – Africa Education Watch: TV interview by Nii Lartey (2021): Retrieved from: https://citinewsroom.com/author/nii-larte/

Africa Education Watch (2022):8 p. Re-entry of pregnant Girls and teenage mothers to school: a critical policy and strategy brief: Retrieved from: http://healtheducationresources.unesco.org/library/documents/re-entry-pregnant-girls-and-teenage-mothers-school-critical-policy-and-strategy

Enjuba: Empowering Ugandan  Children through Education and Literacy

Written by Frida Brekk

Enjuba is a dedicated children’s education organization in Uganda with a mission to improve literacy and executive function skills among young learners. By offering innovative programs and leveraging technology, Enjuba aims to empower children and provide them with the tools they need to succeed in their education and beyond. This article explores the initiatives and impact of Enjuba in transforming the educational landscape for Ugandan children.

Spelling and writing competitions contribute to improve learning outcomes of children in Uganda. Photo by enjuba.

A core focus of Enjuba is enhancing literacy skills among Ugandan children. They employ evidence-based teaching methods and innovative approaches to foster reading comprehension, writing proficiency, and critical thinking skills. Through engaging and interactive activities, Enjuba aims to instill a love for reading and enhance overall literacy levels, which are crucial for academic success and personal development.

Enjuba recognizes the importance of executive function skills, such as attention, memory, organization, and self-regulation, in a child’s learning journey. Their programs are designed to develop these skills, enabling children to manage time effectively, set goals, solve problems, and make informed decisions. By strengthening executive function abilities, Enjuba equips children with the cognitive tools necessary for lifelong learning and success.

Enjuba harnesses the power of technology and technological integration as critical in order to enhance educational experiences. Enjuba provides children with access to educational content and activities that supplement classroom learning through their digital platforms, such as interactive learning apps and online resources. This technology integration expands learning opportunities, particularly in areas with limited resources, and fosters digital literacy skills that are increasingly essential in the modern world.

Recognizing educational support and the pivotal role of teachers, Enjuba offers professional development programs and ongoing support to educators. Enjuba helps teachers enhance their instructional techniques, incorporate student-centred approaches, and effectively implement literacy and executive function strategies in the classroom through workshops, mentoring, and resources. By empowering teachers, Enjuba extends its impact and ensures sustainable improvements in education.

Enjuba actively engages and collaborates with local communities, parents, and stakeholders to foster a collaborative approach to education. They involve parents in their children’s learning journey through workshops and home-based activities, creating a supportive environment that reinforces educational goals. Collaborations with schools, government agencies, and other organizations enable Enjuba to reach a wider audience and advocate for educational reforms and policies.

Enjuba is making a significant impact on children’s education in Uganda through its dedication to improving literacy and executive function skills. By utilizing innovative approaches, integrating technology, and providing teacher training, Enjuba equips Ugandan children with the necessary tools for success in their academic and personal lives. Through its commitment to community engagement and collaboration, Enjuba is fostering a holistic approach to education, empowering children, and creating a brighter future for Uganda.

References:

enjuba – See the World Differently. (n.d.). Retrieved from https://www.enjuba.com/

enjuba (@enjuba1) / Twitter. (n.d.). Retrieved from https://twitter.com/enjuba1?s=11&t=rRZ3C1VSbq2cHxaJpAPYLg

Education Monitor: Around The Globe between the 1st and 15th of June, 2023

Broken Chalk proudly presents the sixth edition of “Education Monitor: Around the Globe” between the 1st and 15th of June, 2023. Broken Chalk aims with this letter to increase public awareness of  Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team. You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition. To Download it as pdf : Education Monitor: Around The Globe between the 1st and 15th of June, 2023

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

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

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

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

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

The University of Peshawar Faces Indefinite Strikes as Staff Seek Fulfilment of Demands

Written by Ibrahim Zulfiqar

PESHAWAR: 10th April 2023. It has been more than a month since The University of Peshawar (UoP) closed its gates indefinitely in a conundrum of protests from multiple stakeholders. The decision to close the institute came as a result of all the faculty and professors going out on strike following the tragic killing of security supervisor, Saqlain Bangash, by a security guard. The students have also resorted to the streets demanding the reopening of the college.

The decision for a complete boycott was made during a meeting of the Joint Action Committee, in collaboration with the Peshawar University Teachers Association (PUTA) after the killing of the security supervisor. PUTA believes that the tragic incident is an eye-opener to the negligent security personnel employed by the institute, they demand a thorough investigation into the training and employment process of these personnel along with another 16 demands.

In response to the protest, University of Peshawar Vice-Chancellor, Dr. Mohammad Idrees, issued a detailed statement claiming that the administration had already accepted almost all the demands, and there was no justification for the protest. However, the protesting employees have dismissed his claims as baseless and are determined to continue the strike.

While speaking to a student union head, Muhammad Asfandyar, we learned that the ground realities were much different and nuanced in contrast to what was being reported. Asfandyar revealed an inquiry that had taken place which concluded the tragic incident as actually an accident. The continued strike by the staff is not for the peace and wellbeing of academicians but ‘to score leverage over the vice chancellor for sinister demands such as increased salaries’ he added. Perhaps the most alarming among these revelations was that PUTA was also given a green signal by the sitting governor of the interim government, Ghulam Ali, to continue striking which he would use as political pressure to remove the vice chancellor and appoint a new one of mutual choice, resulting in everyone’s demands being met. However, since the current government is an interim one, the governor soon realized that his powers were limited, and efforts made to remove the Vice Chancellor were in vain. Orphaned from their political backing, PUTA has no choice but to continue striking and hoping the Vice Chancellor could somehow be removed otherwise it would be their jobs and reputation in question if the university opens any time soon.

Amidst all this politicization of a tragic death for personal gains, the students are suffering. It is their fundamental right to education that is hindered as a consequence. Muhammad mentioned that in the last decade, the campus had closed 9 times before this. The student union is united under the opinion that, [considering the fragile conditions of the province], ‘the blatant denial of education is a form of educational, economic, and social terrorism, which in no form is acceptable’.

It is rather egregious to use a tragic death for vested interests, but it is considerably worse to continue living in the university’s houses allocated for the staff and getting full salaries at the expense of the most important stakeholders, the students, suffering. We hope that the institute can reopen soon, and the student’s education may resume.

The writer Ibrahim Zulfiqar was born and raised in Peshawar

Why is the landmine issue a humanitarian problem?

Written by Agnes Amaral

An international problem:

The discussion about landmines and explosives remnants of war is relevant for several reasons. First, because it affects almost all the globe, even though it is more risky in some places. Secondly, there are several civilians who are victims of this problem. In this sense, addressing this problem and working together as a community is one way to deal with it. Above all, the importance remains on framing the issue as a humanitarian problem.

The “Landmine Monitor 2022”[1] by the International Campaign to Ban Landmines offers an amount of information and data about antipersonnel mines that explode from the presence or contact of a person. It is an unstable explosive item used in wars and conflicts, from the past or nowadays. You could say that it is an almost invisible problem since citizens are often unaware that they are walking through areas with landmines. From citizens working on farms to students walking to school, this weapon is fearful in various communities. 

There are discussions about how to solve this problem. One of them is the removal of mines already laid in places of conflict. The other is the non-production of these products. It is necessary to stop their use, transport, and stockpiling of these weapons. In this context, a treaty (the 1997 Mine Ban Treaty) was created to provide guidance on how to mitigate the issue. Both governments and non-state actors implement these measures and ensure their effectiveness. It has been more than 25 years since the signature of the Mine Ban Treaty.

Despite decades, there is still a need for significant efforts to clear lands with landmines. There is still debate about the transparency of the States Parties in disclosing information about these locations, especially about the continued production of those weapons. The report states that in 2021 alone, more than 2,100 people were killed by approaching landmines, and nearly 3,500 were injured. Even more aggravating is that more than three-quarters of these people were civilians.

One of the most significant challenges in applying and enforcing the rules against these weapons is their continued use by countries participating in contemporary conflicts, for example, Russia invading Ukraine. Even though it is not a participating country in the treaty, Russia uses landmines in a participating country. In addition, non-state armed groups also use these weapons as a source of hard power. The report mentions, for example, the use of landmines in at least five treaty countries, such as Colombia and the Democratic Republic of Congo, as well as India and Myanmar (which do not participate in the treaty).

Landmine Monitor 2022 | Children taking part in an explosive ordnance risk education session delivered by local volunteers trained by Hl, in Iraq. © Florent Vergnes/HI, September 2021

A humanitarian intervention:

This is problematic in the sense that it affects citizens on a daily basis. In addition to the insertion of more explosives, people must deal with landmines left over from other wars. It is estimated that about 5,544 people have been killed or injured by this type of remnant explosive. The conflicts that are taking place only add to the increase in this number. For this reason, the issue of ending the use and production of landmines stands out as a humanitarian issue for urgent action.  People who do not necessarily actively participate in these conflicts continue to live in these places with explosives planted.

We need an effective way to slow the pace of survey and clearance. And until we get a practical way to mitigate these explosives, humanitarian education actions are the most effective in combating the growing number of dead and injured citizens. Direct education is needed for the population living and working in contaminated areas and spaces in conflict, such as Afghanistan, Ethiopia, Yemen, and Ukraine.

According to the report, risk education has been conducted in at least 30 States Parties during 2021, with clear examples of improved actions. In addition, the United Nations (UN) Protection Cluster has incorporated risk education as an action plan for humanitarian response in countries that lack such intervention. These plans combine ways to educate and warn the local population about the risks and the places that need to be vacated. The use of media is essential in disseminating this information, but it should not be the only one, as direct dialogue is more effective and more accessible for localities with less access to information via the internet.

Risk Education:

In 2019, the Oslo Action Plan was adopted, which includes a session dedicated to risk education and action plans for State Parties to carry out in this regard. These actions include:

  • Integrating risk education within broader humanitarian, development, protection, and education efforts and with other mine action activities;
  • Providing context-specific risk education to all affected populations and at-risk groups;
  • Prioritizing people most at risk through analysis of available casualty and contamination data and an understanding of people’s behaviour and movements;
  • Building national capacity to deliver risk education, which can adapt to changing needs and contexts; and
  • Reporting on risk education in annual Article 7 transparency reports.

Risk education has become the main pillar of humanitarian action against landmines. Although it is often overlooked or watered down by State Parties with little transparency, it is a humanitarian action that deserves recognition for mitigating casualties and preventing injuries.

The Monitor shows that in 2021, only 8 out of 22 State Parties have delivered effective data on risk education, with an explanation of the activities carried out and specified sex and gender differentiation data:  Angola, Cambodia, Colombia, Iraq, South Sudan, Sudan, Thailand, and Zimbabwe. The other States Parties provided only less detailed information. They prioritized risk education according to the number of events by area, citizens’ proximity, and operators’ location.

Having transparent knowledge about the reality of the population in which risk education will be conducted is important. Issues such as gender, age, and people with disabilities are factors that change the approach and the knowledge to be passed on. In addition, it is necessary to have sufficient knowledge of the risk areas, the most affected groups, as well as the cultural activities and behaviour of these citizens. All these facts are essential in creating risk education programs.

For instance, there are some border regions with refugees or internally displaced persons (IDPs) where risk education must happen in camps and in host communities. While there are communities where children often grow up in contaminated areas but they do not have the knowledge of the risks. Children seem to be targeted for risk education in most of the States’ Parties.

Generally, gender is an issue to look at in global and humanitarian problems because women and girls tend to be the most affected in these situations. In the case of landmine-specific issues, the situation is the opposite. Monitor data shows that women and girls are less susceptible to dangerous behaviour because they tend to take care of household activities. While men and boys tend to be more responsible for travelling away from home, whether for hunting or other activities. But women and girls are still a risk group.

Landmine Monitor 2022 | Beneficiary data for 2021 provided to the Monitor by 57 risk education operators across 23 States Parties.

According to the Oslo Action Plan, there is a recommendation that the State Parties integrate risk education with broader humanitarian, development, and protection actions. This is because there are risk groups that need broader actions, for example, health programs for workers who work in contaminated areas, as happened in Afghanistan. These and other actions are essential for the population at risk.

The effort must also be directed at school children. This is because only a few States Parties have the risk program integrated into the school curriculum: Afghanistan, Cambodia, Colombia, South Sudan, Sri Lanka, and Sudan. Expanding these programs and more integrated education is needed for all participants in the agreement and in all countries suffering from explosive mine problems. Children need to understand the dangers around them in order to avoid death and injury. The role of social and non-state actors in this regard is to oversee these implementations and reinforce the importance of caring for children and local citizens.

Conclusion

Although this issue is a problem specific to some localities, the number of citizens who are directly impacted by landmines and explosives has increased considerably. A problem such as this involves not only the removal of remaining mines but the production of these weapons and their use in conflicts, which is quite complex. The actors involved have various interests in the use and production of these weapons and often, humanitarian and educational actions seem to be diminished when faced with decisions made by state actors.

However, signing treaties and strengthening these rules can be effective in saving the lives of dozens of citizens. For this and other reasons, as global citizens, it is crucial to spread the word about the problem faced primarily by regions that are in conflict. Speaking out and spreading the word about this dilemma enables more non-state actors to learn about the victims of these operations. It also enables special actions, such as risk education, that protect local citizens. It is essential to point out that global information dissemination networks have the capacity to reinforce treaty decisions and pressure governmental agenda changes. In this sense, information exists as an artifice to combat such complex problems. Thus, information dissemination and risk education are valuable tools to protect and unify citizens.

[1] All information and data used here is from the International Campaign to Ban Landmines, Landmine Monitor 2022 (ICBL-CMC: November 2022).

Featured image: JRS and the International Campaign to Ban Landmines: 25 years of the Ottawa Convention and 25 years of the Nobel Peace Prize – JRS.

Silencing Minds: The Violation of Basic Human Rights Through School Censorship

Written by Leticia Cox

Efforts by US states to ban school curricula offering historically accurate accounts of racism in the United States is an attack on fundamental human rights and the First Amendment of the US Constitution.

Image by Leticia Cox.

Education is critical in shaping individuals’ understanding of the world and fostering a just and equitable society. Denying students access to accurate and comprehensive information about racism undermines their ability to grasp the full extent of historical injustices and perpetuates systemic discrimination.

“The May 3 Day of Action in support of the freedom to learn underscores that children and adults have fundamental rights to education and to access accurate information,” said Alison Parker, deputy US director at Human Rights Watch. “Attacks on education are attacks on US democracy because they ban access to the information that motivates voting and political participation.”

Historically accurate accounts of racism provide students with a broader perspective on the development of American society, shedding light on the experiences of marginalised communities and the struggles they have faced. These curricula examine topics such as slavery, segregation, and the civil rights movement, and they are essential for a complete understanding of US history. By learning about the historical roots of racism, students can better comprehend the current social and racial inequalities.

‘One of the ten amendments of the Bill of Rights, the First Amendment, gives everyone residing in the United States the right to hear all sides of every issue and to make their own judgments about those issues without government interference or limitations. The First Amendment allows individuals to speak, publish, read and view what they wish, worship (or not worship) as they wish, associate with whomever they choose, and gather to ask the government to make changes in the law or correct the wrongs in society.’ 

Banning the teaching of these subjects not only distorts history but also eternalises a cycle of ignorance and prejudice. Students shielded from confronting the truth about racism are deprived of the opportunity to develop empathy and critical thinking skills necessary for active participation in a diverse and inclusive society. By denying students access to accurate information, these bans undermine the principles of academic freedom and hinder the development of a well-informed citizenry.

A crowd protesting then U.S. Secretary of Education Betsy Devos in 2017. Photo by Ted Eytan.

Furthermore, such bans on teaching accurate accounts of racism affect marginalised communities and perpetuate systemic inequalities. People of colour, who have historically been the victims of racism, have a right to see their experiences and contributions acknowledged in the curriculum. By erasing or downplaying the history of racism, these bans silence marginalised voices and contribute to a culture of exclusion and inequality.

The right to education is a fundamental human right recognised internationally. It encompasses not only the access to education but also the content and quality of education. States should provide an inclusive and comprehensive education that enables students to understand and respect the diversity of human experiences. Banning historically accurate accounts of racism contradicts this obligation and undermines the principles of equality and non-discrimination.

Efforts to ban curricula offering historically accurate accounts of racism must be challenged and resisted. Educators, activists, and advocates must defend the right to education, promote inclusive curricula, and ensure that students have a genuine and nuanced understanding of history. By doing so, we can strive to create a society that confronts its past, acknowledges its flaws, and actively works towards a more just and equitable future for all.

https://www.ala.org/advocacy/intfreedom/censorship

https://www.hrw.org/news/2023/05/03/us-school-censorship-violates-basic-human-rights

https://libguides.pima.edu/bannedbooks/history

Educational Challenges in Côte d’Ivoire: repercussions of conflicts and cocoa child labour

Written by Maja Przybyszewska

Imagine. Imagine children going to school daily and learning to read and write. Imagine young girls and boys sitting in the classroom and loudly repeating the alphabet or the multiplication table. Imagine their smiles and the opportunities education gives to all of us. But now, when you take a closer look, you realise. Realise that the classroom is small and dilapidated, and school supplies are lacking. Realise that more than half of the children do not know how to read or write. And you realise that most children are absent because they must work on the cocoa farms to help their parents.

When you eat chocolate, do you ever wonder how it was produced or who was involved in the process? Are the working conditions appropriate? What if it is forced labour? Before buying any product and supporting particular practices, these questions should come to our minds. By reflecting on that, we show our support for fair trade and protecting fundamental human rights, such as the right to education.

In Côte d’Ivoire, over 40% of the world’s cocoa production is produced, and the practice of child labour is unfortunately commonplace. In 2013, an estimated 1.4 million children, of which 49% worked in the agriculture sector (UNICEF, 2019).

Therefore, this article aims to raise awareness about the educational challenges in Côte d’Ivoire. Why this country? The motivation is the prolonged issue of child labour and the state’s role in the global production of cocoa. Moreover, this piece will focus on the following matters: providing a brief history of the political instability in the country that negatively affects schooling, describing the cocoa child labour, discussing the current educational picture in the country and looking for possible solutions for developing the education sector.

Children join farmers in breaking cocoa pods on an Ivory Coast farm. Photo by: © BENJAMIN LOWY (2016)

The brief history of political instability

Ivory Coast has suffered from several years of political instability and internal conflicts disrupting the country and changing the lives of generations. In brief, the state experienced two civil wars, in 2002 and 2011, and the instability was caused by constant tensions between two politicians with presidential ambitions, Laurent Gbagbo from the Ivorian Popular Front and Alassane Quattara from the Rally of the Republicans party. The supporters of these parties were involved in violent fights with each other as they disagreed with the results of the elections. Moreover, during the demonstrations in 2000-2004, hundreds were killed, and the government was accused of human rights abuses. In the 2010 elections, Quattara won and rules to date.

Nevertheless, in 2011 the violence escalated, and the fights were fierce; over 3000 people lost their lives. The events drew the international community’s attention, and the decision to intertwine was made. Since 2011, Gbagbo has been in the custody of the International Criminal Court and was charged with crimes against humanity (Global Security, n.d.).

Consequently, these wars take a toll on civilians and affect children’s education. Even though a conflict ends, its dramatic repercussions influence the economy of the country and its society for the following years, for instance, increasing poverty and the spread of diseases. It should be noted that children become the victims of such conflicts because they are often recruited as soldiers or experience violence. Furthermore, the schools are usually destroyed, which stops further schooling as there is a lack of appropriate infrastructure. From an economic perspective, many families lose their financial resources and need help to ensure their children a decent education. In light of Idrissa Ouili’s research, children who were about to start school during the time of instability had a 10% lower chance of beginning their education. Moreover, many students experienced more than a year’s drop in their years of schooling due to the conflicts (Ouili, 2017). Considering all of these things, they illustrate the multidimensional challenges children and their teachers experience in their education path marked by violence.

Child labour in the cocoa industry

Another critical point is the issue of the high rates of child labour in the cocoa industry. The data show that over 40% of the world’s cocoa production comes from the Ivory Coast (Busquet, Bosma and Hummels, 2021). On the one hand, this means there is a labour demand for the workforce, and some parents instruct their children to work on family farms instead of going to school. On the other hand, the cocoa industry is so deeply integrated into the lives of the local communities that they consider child labour a regular part of their childhood and culture. Research made in 2012-2015 by the ILO (2015) presents that

girls and boys are at high risk and the dangers of working in the cocoa industry due to reinforcing community-based and institutional mechanisms.

Furthermore, studies reveal that in West Africa, the levels of child labour in cocoa production have increased between 2008 and 2014 to 2 million children aged from 5 to 17 years old (Busquet, Bosma and Hummels, 2021). In addition, studies from 2018 indicate that around 90% of minors perform hazardous work, which means working with sharp tools, for example, a machete, clearing land, using agrochemicals, and carrying heavy items (Busquet, Bosma and Hummels, 2021). In a series of interviews with the farmers and their families, the importance of education is hardly discussed due to a belief that farming is an experience from

which children are assumed to benefit in their future lives and careers (Busquet, Bosma and Hummels, 2021).

In other words, many children cannot fully enjoy educational opportunities because they have to help on farms or split their time between school and demanding physical work. These activities negatively impact their lives as their intellectual growth is stalling, and a lack of basic literacy skills will cause them concerns in looking for job prospects in the future labour market.

Another substantial aspect is the child’s right to education. Children and youth in Ivory Coast should not be excluded from achieving quality education because of economic or cultural reasons. Moreover, the state has an obligation to respect, protect, and fulfil the right to education under the Convention against Discrimination in Education (UNESCO, n.d. ). Therefore, the country has to take more conclusive and adequate actions to increase children’s enrollment in schools and end child labour practices.

Efforts to secure children’s rights in a conflict-torn context are still insufficient. Photo by: ©EC/ECHO/Anouk Delafortrie

Current educational picture

The educational picture in Ivory Coast is unfortunately upsetting. Even though the government spends more money on education compared to other sub-Saharan African countries, the results are not satisfactory as there are still immense inequalities between rural and urban regions and basic literacy skills are continually neglected (Finch, Wolf and Lichand, 2022). According to a report by the OECD in 2015, every second young person is illiterate, and more than half of children cannot read and write, with the majority of girls, about 60% (OECD, n.d.).

However, on the bright side, in 2016, the government ruled on making school compulsory and accessible for all children aged 6 to 16 and increased the full-time employment age from 14 to 16. In addition, the decision was preceded by an awareness-raising campaign about child trafficking, exploitation, and hazardous work (The Guardian, 2022).

Moreover, international organisations, such as UNICEF, have greatly helped by strengthening the educational infrastructure and organising extra classes for children. Some initiatives focused primarily on girls because of persisting gender inequality in schooling and high dropping-out rates.

Solutions

In short, education is crucial for the children’s well-being and the country’s further development. Among farmers, there is no understanding of long-term and harmful consequences, which means disrupting the healthy development of many youths and producing future generations of the unskilled workforce in the national economy. From an economic perspective, circumstances negatively affecting schooling, political instability, or child labour can hamper the state’s economic growth. The primary aim of the government of Côte d’Ivoire should be the protection of children and securing their education.

First, the authorities should pay more attention to early childhood education and effectively raise societal awareness. Free and early schooling may incentivise parents to send their children to school instead of the cocoa fields. Also, appropriate monitoring tools and transparent allocation of funds would increase the educational standards in the country.

Secondly, providing the infrastructure. After years of conflicts, many schools were destroyed, and many continue to be ramshackle buildings. Rebuilding and adequately equipping them would allow students and teachers to enjoy learning and teaching much more.

Lastly, as society strongly supports the educational value of work, it would be an excellent initiative to open more vocational centres. Such centres help maintain the primary education path and equip youths with practical skills and abilities needed for the changing labour market.

The consequences of civil wars, the deeply rooted cultural importance of work, and the child labour in the cocoa industry influence education in the Ivory Coast. With the support of international organisations and improved governmental policies, hundreds of Ivorian children could spend more time learning and playing instead of working.

But what can we do about it? Some may say that we do not have any power. Yet, we often forget that we are the consumers and the power is literally in our hands. The next time you buy chocolate, look for a “FAIRTRADE” Mark. Buying those products means safer working conditions for many children.

Every child deserves a safe childhood and quality education.

References:

Busquet, Milande, Niels Bosma, and Harry Hummels. 2021. “A Multidimensional Perspective on Child Labor in the Value Chain: The Case of the Cocoa Value Chain in West Africa.” World Development 146: 105601.

Finch, Jenna E, Sharon Wolf, and Guilherme Lichand. 2022. “Executive Functions, Motivation, and Children’s Academic Development in Côte d’Ivoire.” Developmental Psychology 58, no. 12: 2287–2301

Global Security. n.d. “Ivory Coast Conflict.” Accessed April 6, 2023. https://www.globalsecurity.org/military/world/war/ivory-coast.htm?utm_content=cmp-true.

ILO. 2015. “Creating a Protective Environment for Children in Cocoa-Growing Communities.” Accessed April 6, 2023. https://www.ilo.org/wcmsp5/groups/public/—dgreports/—exrel/documents/publication/wcms_409587.pdf.

OECD. n.d. “Key Issues affecting Youth in Côte d’Ivoire.” Accessed April 6, 2023. https://www.oecd.org/countries/cotedivoire/youth-issues-in-cote-ivoire.htm.

Ouili, Idrissa. 2017. “Armed Conflicts, Children’s Education and Mortality: New Evidence from Ivory Coast.” Journal of Family and Economic Issues 38, no. 2: 163–83.

The Guardian. 2022. “How Ivory Coast is winning the fight to keep its children out of the cocoa fields.” Accessed April 6, 2023. https://www.theguardian.com/global-development/2022/dec/27/how-ivory-coast-is-winning-the-fight-to-keep-its-children-out-of-the-cocoa-fields.

UNESCO. n.d. “State obligations and responsibilities on the right to education.” Accessed April 6, 2023. https://www.unesco.org/en/right-education/state-obligations-responsibilities?hub=70224.

UNESCO. n.d. “Convention against Discrimination in Education.” Accessed April 6, 2023. https://www.unesco.org/en/legal-affairs/convention-against-discrimination-education#item-3.

UNICEF. 2019. “Promoting the Rights of children in the Cocoa Producing Areas in Côte d’Ivoire.” Accessed April 6, 2023. https://open.unicef.org/sites/transparency/files/2020-06/Cote-d-Ivoire-TP5-2018.pdf.

THE 100 SCHOOLS PROJECT – The Magic Future Foundation

Written by Leticia Cox

Education Is A Powerful Poverty-Fighting Tool.

The education sector, in general, has been under the spotlight, especially after Covid -19 and other natural disasters that have affected many rural areas worldwide. 

Today, there is a growing number of charities dedicated to helping affected and fragile education systems worldwide —The Magic Future Foundation is one of them. 

Photo by The Magic Future Foundation.

The 100 Schools Project, initiated by The Magic Future Foundation, is a groundbreaking educational initiative to transform children’s and communities’ lives worldwide. This visionary project strives to establish 100 innovative schools in underserved areas, providing quality education, empowerment, and opportunities for children who would otherwise be denied access to education.

The Magic Future Foundation, a non-profit organization dedicated to creating positive change through education, believes that education is the key to unlocking the potential of every child and empowering them to shape their futures. With this belief at its core, the foundation launched the 100 Schools Project in 2019 to revolutionize education in marginalized communities.

The Magic Future Foundation, a UK-based charity, was set up to raise funds to support outstanding organizations and causes that are helping people achieve their dreams by building opportunities through education and inspiration, both locally and globally.

“Our purpose is to create a better world because of education and engagement”

Stefan Wissenbach, founder of The Magic Future Foundation.

“A Better World Because Of Education And Engagement”

The Beginning 

In October 2013, the Wissenbach family travelled to Jumbo, Malawi, to help build the first Magic Future school, together with other charities and the community members of Jumbo.

Together they managed to build the new Kasambankhole school in nine weeks. The school will serve 210 girls, 228 boys, and eight teachers.

“In Jumbo, a cycle of poverty continues largely because of the inaccessibility of education and resources. Yet the community’s energy, passion and enthusiasm are incredible,” said Wissenbach.

On 10 September 2019, the body of Wissenbach’s 25-year-old son Oliver was found lying peacefully at the bottom of a swimming pool in Menorca. 

The subsequent diagnosis was that he had suffered from ‘sudden adult death syndrome’. He had died unexpectedly, doing something he loved, taking a late-night swim. “We are still trying to accept our loss, and our lives will never be the same again,” said Wissenbach.

“Oliver had a zest for life. In his 25 years, he achieved more than many do in a lifetime. He was a qualified snowboarding instructor, diving instructor, electronic music producer and English teacher. He was gentle, kind and humble.”

Oliver had travelled extensively, living in Whistler, Thailand and America. He was just about to embark on another chapter and travel to China to teach English in a school. Not bad for a dyslexic boy who wasn’t well served by our education system. 

The morning he died, Oliver’s younger siblings Alex and Max said they wanted to build a school in his honour—something meaningful to come out of a tragedy. Together as a family, they built a school in Africa in 2013 and raised funds to build a further three the following year. 

Oliver was a remarkable young man who wanted to leave the world a better place. In the days following his death, the family discovered his anonymous writing on Quora, helping others without wanting recognition or reward. The family decided to publish a book of his wisdom. 

The Magic Future Foundation is a genuinely inspirational story where the Wissenbach family have used the tragedy as a platform for good. They have published two books and are building 100 schools worldwide in Oli’s name.

The 100 Schools Project takes a holistic approach to education, focusing on academic learning and personal development, creativity, critical thinking, and life skills. These schools are designed to provide a nurturing and inclusive environment where students can thrive, fostering a love for learning and enabling them to reach their full potential.

Each school is carefully designed and equipped with modern facilities and diverse resources. The Magic Future Foundation collaborates with local communities, governments, buildOn charity, and the communities of the school locations to ensure that the schools meet the specific needs of each community.

One of the project’s key aspects is teachers’ training and development. The foundation invests heavily in professional development programs to empower teachers with the latest teaching methodologies, tools, and techniques. The project aims to create a sustainable educational ecosystem that uplifts student generations by nurturing and supporting teachers.

Moreover, the 100 Schools Project goes beyond the confines of the classroom by engaging parents, caregivers, and the wider community. The foundation recognizes the importance of involving all stakeholders in the education process, fostering a sense of ownership and collective responsibility for the children’s education. This approach strengthens community bonds, encourages lifelong learning, and builds a foundation for sustainable development.

The impact of the 100 Schools Project extends far beyond the individual students and communities it serves. The Magic Future Foundation works closely with buildOn, a registered charity with an unparalleled track record of success, having built over 2,200 schools over the last 28 years. By providing quality education to underserved populations, the project addresses social inequalities and empowers individuals to become agents of change in their own lives and societies.

Through partnerships, sponsorships, and donations, The Magic Future Foundation aims to expand the reach of the 100 Schools Project, making quality education a reality for even more marginalized communities worldwide. 

“Our schools break the cycle of poverty, illiteracy and low expectations, transforming the lives of the attendees and the communities they live in,” said Wissenbach.

By scaling up this transformative initiative, the foundation envisions a future where all children, regardless of their background or circumstances, have equal access to education and the opportunity to shape their magical futures.

The foundation has now built  24 out of 100 schools in build or built. Over 8,000 lives are impacted for the better today and for future generations to come. More schools will be built in Burkina Faso, Guatemala, Haiti, Mali, Malawi, Nepal, Nicaragua and Senegal. 

https://oliverwissenbach.com/

https://www.buildon.org/

Turkey: Submission to the UN Committee on the Rights of the Child

Written by Matilde Ribetti

Human Rights Watch is an international nonprofit organization whose goal is to conduct research and promote respect for human rights at a global level. Through its submissions to the UN Committee on the Right of the Child (the Committee), the organization aims to raise awareness and highlight critical elements of a country’s profile concerning its human rights conditions to make the Committee assessment as truthful and effective as possible.         

In the report on Turkey proposed for the 93rd session of the Committee, Human Right Watch focused on three primary directives: the situation of migrant children, including their access to education and healthcare, the information on government-endorsed online learning during the Covid-19 pandemic and the protection of education from attack. 

Syrian refugee children in Turkey. Photo by UNICEF.

The situation of migrant children

The first of the issues analyzed are among the most relevant when contextualized in the Anatolian scenario: Turkey is known to be one of the major transit countries on the Mediterranean migration routes. The reasons for this go back mainly to the country’s geographic location: situated midway between the Middle East and Europe, Turkey is surrounded by a conspicuous number of countries facing political issues and security concerns constituting major push factors for migrating populations. In addition, cultural affinity with countries in the area, in terms of religious and social cultures, acts as a pull factor shaping migration routes.

Yet, the development of Turkey as an immigration country is relatively recent compared to the long history of emigration, involving at least the last three generations of Turkish citizens. In the early 1960s, the phenomenon of labour migration to Western Europe, especially to Germany, proved to be conspicuous, fostering the formation of extensive Turkish communities in most Western European countries.                          

However, the paradigm has reversed as Turkey has become a primary host country for people moving North. From the mid-1990s to the early 2000s, irregular immigration into the country substantially accelerated, with the most important countries of origin being Iraq, Pakistan, Afghanistan, Iran and Bangladesh.                                                    

As a direct consequence, in recent years, the Anatolian legislature has passed a vast number of measures aimed at regulating flows, imposing more penalties on human smuggling and strengthening border protections. In addition, over the years, stricter visa requirements have been implemented under EU pressure to combat irregular migration and control the influx of asylum seekers.                                                           

Indeed, it can be said that the role as a transit country has, in part, been politically constructed as a result of the concurrence of three main factors: the expansion of the European Union to the Southeast, the originally lax migration regime, and the difficulty of patrolling rugged land borders. Most importantly, the EU has played a crucial role in Turkish migration policies since the last decade, as evidenced by the EU-Turkey statement. The latter came into effect in March 2016, and it is the main agreement regulating the country’s external control policies. It further obligates the EU to provide a six-billion-euro facility to fund humanitarian aid, improve access to educational services and promote the socio-economic integration of refugees in exchange for a policy of curbing and closing borders by Turkish authorities.         

Yet, it appears that both sides didn’t fully comply with the agreed conditions: while the Union has not paid the expected amount into Turkish coffers, Ankara has not shown itself capable, if unwilling, of effectively providing migrants with the promised humanitarian aid. The report of Human Rights Watch documents several cases of mistreatment, abuse and killing of migrant children. Children are locked up in detention camps and abused by authorities without any age assessment being conducted as prescribed by the UN guidelines on Policies and Procedures in Dealing with Unaccompanied Children Seeking Asylum.                    

Among the first actions that Turkish authorities should take when confronted with a situation in which a minor is involved, there is to ensure that unaccompanied children seeking admission into the EU are identified as such promptly and on a priority basis. This ensures that a guardian or adviser is appointed for each minor, an interim care regime is established, and procedures to introduce children into the educational system are activated.                               

In contrast to that, Human Rights Watch sources report that authorities, in breach of the principle of non-refoulment and respect to life and bodily integrity, subjected migrants to physical abuse of different kinds, starting from deprivation of food and water to beatings and imprisonment. The border guards’ abuse peaked with the murder of several migrants, including an unidentified minor and a 15-year-old Syrian boy.                                                        

Based on this, Human Rights Watch asks the Committee to call on the Turkish government to “immediately halt pushbacks from Turkish territory and at Turkey’s borders.” For the protection of young migrants by border officials, it is crucial to accept an individual’s declared age if there is a reasonable possibility that the person is a child. In such cases, the border police should expeditiously transfer those individuals to the care of child protection authorities and promptly assign them a guardian. The authorities should ensure age assessment examinations are conducted according to international standards.” Furthermore, it is urgent to “ensure that full and fair consideration is given to all claims for international protection, including age-appropriate examination of child asylum claims by specially trained adjudicators.” If the government is responsive to these demands, safeguarding migrant children’s rights will be improved.                             

The information on government-endorsed online learning during the Covid-19 pandemic

Another crucial aspect of the analysis reported by the organization concerns the resources and means allocated to online education conducted during the quarantine period due to Covid-19.

Human Rights Watch investigated two education technology (EdTech) products used by the Turkish government, Eğitim Bilişim Ağı (EBA) and Özelim Eğitimdeyim, during the COVID-19 pandemic. Both apps tracked and identified children’s devices using techniques designed for advertising purposes and sent this information to third-party companies. These data practices were neither necessary nor proportionate for these products to serve educational purposes and were found to infringe on children’s privacy. Children who relied on these apps as their primary source of education could not object to such surveillance, and the education ministry did not take measures to prevent or mitigate these abuses.                         

In light of the report’s findings, the organization calls for, among other provisions, an amendment of the existing data protection law, “the Law on the Protection of Personal Data No. 6698 (2016), in order to adopt child-specific data protections that address the significant child rights impacts of the collection, processing, and use of children’s personal data.”        

Moreover, it is imperative to ensure that children’s privacy is protected by removing all tracking technologies from EBA and Özelim Eğitimdeyim and deleting any data collected from them during the pandemic. Furthermore, providing solutions for children whose information was collected using these platforms is necessary.               

In light of these recommendations, the organization hopes that the Committee will conduct a comprehensive evaluation, taking into account the most significant issues affecting young people residing in Turkey and that prompt action can be taken to address them.          

Bibliography

 Duvell, F. (2012). “Transit Migration: A Blurred and Politicized Concept.” Population, Space and Place 18: 415-42                                                

Içduygu, A. and Yükseker, D. (2012). “Rethinking Transit Migration in Turkey: Reality and Re-presentation in the Creation of Migratory Phenomenon,” Population, Space and Place 18: 441-456.                                                        

Franck Düvell (2018) The ‘Great Migration’ of summer 2015: analyzing the assemblage of key drivers in Turkey, Journal of Ethnic and Migration Studies, DOI: 10.1080/1369183X.2018.1468385                                   

Kuschminder, K. et al. (2019) Decision Making on the Balkan Route and the EU Turkey Statement. WODC Report.                                               

https://www.hrw.org/topic/united-nations

https://www.unhcr.org/media/guidelines-policies-and-procedures-dealing- unaccompanied-children-seeking-asylum

https://www.hrw.org/news/2023/04/26/turkey-submission-un-committee-rights-child