The United Nations and the right to education

Written by Camille Boblet-Ledoyen

The 1948 Universal Declaration of Human Rights, is the cornerstone of the United Nations and our international order: ” Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all based on merit.”[1] Since then, education has undergone spectacular development in the history of humanity: but today, dictated by economic rather than humanistic choices, the right to education seems to be falling all around the globe.

Children write their own Declaration of Human Rights at the UN in Vienna. Photo by UNIS Vienna.

The survey conducted by U-Report, a project coordinated by UNICEF, on the theme of basic education among a panel focusing on young people (only 5% of respondents were aged over 31), clearly shows the colossal challenges facing the right to education. 32,847 individuals were surveyed, with a response rate of 91%; 65% of respondents were male (10,891) and 35% were female (5,738). Sub-Saharan African countries, in particular Nigeria, had the most respondents, with 1,836, followed by Congo-Kinshasa with 1,839. By contrast, Europe was the region with the least participation: the United Kingdom was the region with the most respondents, with 160 people polled. When asked “How often do you feel you learn at school”, 42% of respondents said “Always”. However, this response differed according to gender: while 45% of men answered “always”, only 36% of women gave this answer. Women were more likely to answer ‘often’ at 32% (compared with 28% of men) and ‘sometimes’ at 25% (compared with 20% of men). The question “Did you receive enough help at school to acquire basic skills (such as reading and maths) to continue learning and find a job after graduating? 77% of the French answered “yes”, followed by 70% of the Congolese and 58% of the British. The next question reflects respondents’ concerns about the erosion of the right to education: 74% of those questioned believe that the learning crisis will have a negative impact on the future of their country. The Germans, Malaysians, and Dutch are all convinced of this, with 100% positive responses, followed by the Greeks at 83%, the Indians at 82%, and Nigeria at 80%. Respondents aged 25 and over were the most pessimistic, at over 80%. On the subject of the political response to the challenges undermining basic education, those aged 25 and over were the most skeptical, with over 38% giving a negative response. Among Belgians, 68% responded ‘more or less’, while among Canadians 59% were ‘satisfied’ and ‘more or less satisfied’ with the policies being pursued, while among Chileans 78% disapproved. The Germans gave a negative response of 55%, and none of them gave a positive response. French and Indian respondents were more divided: 26% and 25% respectively felt that their governments were providing effective responses to the education crisis, 36% and 34% respectively considered this response to be ‘more or less’ relevant, and 33% disapproved. Finally, when asked “What do you think is the most urgent action that governments should take to tackle the crisis in education and training? 34% of those polled voted in favor of the issue of education funding, 39% of men and 35% of women. Moreover, 28% of women gave priority to helping children who have dropped out of school, compared with 22% of male respondents.

What interpretation can be given to all these responses? First of all, there is no schism between the so-called “North” and “South” countries, as might have been expected. The crisis in education is therefore global, and economic choices have a lot to do with it. Whereas education was the only issue common to both blocs of the Cold War – in Maoist China as much as in the United States of America, in Nasserite Egypt as much as in Kubitschek’s Brazil, and Europe – the Washington Consensus of 1989 put an end to this fundamental notion of “right”. It is important to remember the neo-liberal shift that has been imposed on education: the “reorientation of public spending priorities” introduces the principle of profitability into the public service and will be particularly devastating in Third World countries. The case of Latin America is particularly interesting: as a kind of laboratory for neoliberalism, the right to education has been severely undermined, as in Argentina, Brazil, and, more recently, Chile, where educational structures are gradually being privatized. The public authorities in South Korea have largely delegated education to the private sector (shadow education): 74.5% of South Koreans under the age of twelve were in private education in 2019, according to data from the Korean Statistical Information Office. The introduction of competitiveness at and between higher education institutions is a problem highlighted by the UNICEF survey. Tuition fees have been introduced to address the lack of academic infrastructure, but this response is neither relevant nor effective. The story of a Chilean student in France gathered in 2018 by the newspaper Libération as part of an investigation into the increase in tuition fees is just one example of the iniquitous nature of this method:

“These new tuition fees are too high, especially as I’m already 10,000 euros in debt from my degree in Chile, where the fees are also enormous. I chose France for several reasons: for the language, for the excellent training in social and political sciences. And, of course, the tuition fees, were quite affordable, unlike in Chile where the education system is privatized and only accessible to a minority. In my country, education is very expensive. For those who aren’t lucky enough to get a grant based on social or academic criteria, the only option is to go into debt for several years after graduation.”[2]

Political choices are undermining the very principle of the right to education. The crucial need for investment in education has been exacerbated by the coronavirus pandemic, and this is true across the board: in developed and developing countries alike, the privatization of education has shown the extent of the devastation: according to the World Bank, “COVID-19 has caused the worst crisis in education and learning for a century”.[3] Above all, the pandemic has highlighted the damage caused by the disengagement of public authorities. The right to education depends on quality infrastructure and, therefore, investment to match. All respondents, whatever their country of origin, are in favor of massive refinancing of education.

Children’s conference on human rights at the UN in Vienna. Photo by UNIS Vienna/Lilia Jiménez-Ertl.

It is worrying to note that the conservative trajectory extends across all the world’s continents, from the rewriting of common history in countries such as India, where Muslim memory is obliterated; to Russia, where revisionism is the narrative employed at the highest levels of the State; but also more traditional democracies such as Japan, where the work of remembrance relating to the Second World War remains problematic, and South Korea, where the Korean War is largely revisited by the new history textbooks.[4] The fact that India, the world’s largest democracy, has embarked on a panoptic shift is dramatic in terms of individual freedoms, particularly academic freedom, which is a pillar of social development, and in geopolitical terms, with the risk of alignment with the Russian Federation and China. Narendra Modi is today a Prime Minister courted by the Great Powers, who have no hesitation in casting a modest veil over his most aggressive policies in the hope – more akin to wishful thinking than anything else – of bringing Delhi closer to the Western bloc.[5] The revision of Indian school textbooks completely obliterates the legacy of some three hundred years of the Muslim Mughal Empire, the assassination of Gandhi by the Hindu nationalist Nathuram Godse in 1948, and the bloody repression of the Gujarat riots in 2002, for which Prime Minister Modi is held responsible.[6]

The frequency of learning differs significantly between the two sexes, and this issue deserves to be highlighted. Admittedly, the survey has its limitations, since it is not a question of the resources put in place but of the personal feelings of each respondent: by its very nature, the response is therefore biased. Nevertheless, the 9-point gap between men and women should not be underestimated. This factor can be explained in several ways: education systems designed for men and favoring activities that favor them; lower self-esteem among women than among men; external conditions that undermine women’s education and learning. Bullying at school, low enrolment rates for girls, and sexism are undeniably among the causes. It would have been interesting if the survey had asked respondents about this.

According to the results of the survey, the educational crisis is particularly acute in Germany, Malaysia, and the Netherlands. In Germany, an investigation carried out by journalists from Spiegel and published on 17 March this year, entitled “The education fiasco” (Der Schule-Fiasko), caused quite a stir: “Postponing investment in the younger generation means saving for fools”, says Aladin El-Mafaalani[7] . No one will be left behind in this major transformation”, declared Social Democrat Chancellor Olaf Scholz to the Bundestag (the German Federal Parliament) two years earlier. Unfortunately, this promise has come to nothing. In Germany, according to a 2018 OECD study, it takes 180 years on average for a student from a social class background to “approach the average income”.

To conclude in a few words, the UNICEF survey highlights not only young people’s pessimism and concern about the decline in the right to education but also and above all their unshakeable attachment to the principle of education as an inalienable human right. The pandemic has not only revealed but also aggravated these inequalities in education. The young people interviewed are well aware of the devastation caused by decades of privatization and unbridled competition in education.

[1] Article XXVI of the Universal Declaration of Human Rights.

[2] Delmas, Aurélie, Hadni, Dounia and Thomas, Marlène, “Tuition fees: international students testify“, Libération, 17 December 2018.

[3] World Bank, “Faced with the consequences of COVID-19 on education, we must act quickly and effectively“, World Bank, 22 January 2021.

[4] Im Eun-Byel, “New textbook guidelines spark controversy“, The Korea Herald, 1er  September 2022.

[5] This is borne out by the somewhat insistent invitation extended by French President Emmanuel Macron to Prime Minister Modi to take part in the French bank holidays celebrations on 14 July.

[6] Mansoor, Sanya, “India’s School Textbooks Are the Latest Battleground for Hindu Nationalism“, Time, 6 April 2023.

[7] Olbrisch, Miriam, “Soziologe zum Zustand der Jugend: Es ist erstaunlich, dass viele so ruhig bleiben“, Der Spiegel, 17 March 2023.

Girl’s education in South Sudan

Written by Agnes Amaral

The reality of girl’s education in South Sudan must be understood not simply in the context on lack of gender inequality but within a system of class domination based on wartime predation. South Sudan only recently gained independence in July of 2011. There are a lot of implications of wartime and post-war resource capture that overcome education infrastructure now. The civil war increased social inequality and created new social relations in which elites gained substantial power, enabling them to maintain the status quo. 

This formation illustrates how corruption became part of the political system and brought forward problems that affect today’s education system in South Sudan. Principally considering one of the main problems is that the education system is stressed by a lack of school infrastructure and teaching materials, as well as the limited number of qualified teachers. Another problem related to income inequality is the expenses the educational system does not cover. Although education is technically free, families are expected to pay additional fees if they want their children to receive an education—for example, textbooks and uniforms. 

Monica in a classroom in Oxfam’s girls’ education project, Bahr el Ghazal, South Sudan. Photo by Laura Pannack, Oxfam East Africa.

THE ROLE OF EDUCATION

Education is a key determinant for overcoming inequality on a global scale. Post civil war, South Sudan became a subsistence agriculture economy to survive. Children were included in this process and expected to work in order to maintain the household. That is a problem since they don’t have enough time to attend school and school activities. 

Half of the country’s population is in extreme poverty. Work functions as a form of immediate sustenance, taking away education as a fair opportunity. Additionally, there is a low employment in the country. For this reason, most jobs are tied to agriculture and services, children are part of this labor force.

A deficit of government investments in education also accentuates the problem in the country. Only 30% of the population can read and write, according to World Population Review in 20191.

Not only is access to education a problem but consistent enrollment of students in school. Most children cannot complete the primary school cycle. This is due to  financial difficulties and poor infrastructure. Some students must walk more than 3km a day to get to school. This makes leaving school a viable alternative.

GENDER INEQUALITY

These forms of oppression affect women even more. Many girls and women abandon school to perform a common cultural reality in this country, for example, early marriage. Gender inequality directly affects teachers too. According to UNICEF, in 2006, only seven percent of teachers were women.

South Sudan has a conservative ideology promoting the negative perception of women and girls. Women don’t have access to property ownership, and this makes marriage an option to survive. It is a cultural aspect that reflects in all spheres of South Sudanese society. Marriage confines girls into a dependency system because it is the primary source of income. They are expected to labor in domestic chores and have almost no time to dedicate to educational growth. 

Many girls spend their childhood and adolescence carrying water, cooking, cleaning and caring for babies, leaving no opportunity to study and further their education. Education is essential aspect to successfully break down these barriers. Especially an egalitarian education that reduces gender inequality.

Recently, Pope Francis spoke out about the fact that many girls do not make it to secondary education in South Sudan. “Please, protect, respect, appreciate and honor every woman, every girl, young woman, mother, and grandmother. Otherwise, there will be no future” (Reuters) The event brought together religious people and a humanitarian, Sara Beysolow Nyanti, to discuss the protection of women and girls in the country.

Education is a very important agenda. Since it is recognised as an opportunity for  girls and women to access other realities. Not only financial realities but cultural realities that evoke the gender role socially.

The leadership of women who fight for their rights is evidenced, since the challenges they all face, such as forced marriage, lack of school infrastructure, low income, etc., are varied. Although South Sudan offers free education, it is possible to conclude that there are several obstacles to improving the quality of life of these girls. Several studies show how less than half the population attended school, a number that decreases when the cut-off is by gender. Many girls work in agricultural activities to support the household. The confrontation of this problem must be thought through in several arenas. More than just guaranteeing free education, recognising and fighting child labor as a determinant of poverty is necessary. Investments in education must be recognised in the mitigation of gender inequality in order for the future generations to enjoy the benefits that education brings to society.

Educational challenges in South Korea

Written by Camille Boblet—Ledoyen

South Korea, or more officially the Republic of Korea, is a country in Southeast Asia, the tenth largest economy in the world and a middle power. To fully understand the educational challenges of contemporary South Korea, we need to remember the historical context: a former Japanese colony until 1945, the Korean peninsula is an underdeveloped region with an estimated adult literacy rate of 22%. Pre-1945 Korea was a peninsula with very rigid social classes, influenced by Confucian values. The democratization of education beginning in the 1960s – largely driven by the containment of communism – resulted in an increase in the adult literacy rate to 87.6 per cent in 1970, 93 per cent in the late 1980s and 98.8 per cent today. The Korean education system is now ranked 7th in the world in the PISA ranking (Average Score of Mathematics, Science and Reading, 2018) and 6 Korean universities are among the top 200 in the world (Times Higher Education, 2023). Despite all these statistics which show a spectacular evolution, the South Korean system remains deeply unequal: this inequality of opportunity inherited from elitist Confucian values is today the main challenge for the country. Fifty years of economic and industrial development have certainly made Korea the eleventh largest country in the world; however, the social question was completely overshadowed. While the demonstrations of June 1987 enabled the country to become a democracy, they did not introduce the notion of the Welfare-State.

Korean students during Suneung exam. Photo by Koreaners.

EDUCATION SYSTEM

The educational system in Korea places an almost inordinate emphasis on standardized tests. South Korea’s university entrance exam, called Suneung, is widely regarded as the most important test in the country. The exam, which is taken by high school seniors, determines a student’s eligibility for admission to top universities in the country. The emphasis on the test has created a culture of intense competition, which places a significant amount of pressure on students. The pressure to perform well on the Suneung has led to a phenomenon known as “exam hell.” Students are expected to spend long hours studying, attending cram schools, and sacrificing their social lives in order to prepare for the exam. This exam has no equivalent in Western educational systems. There is no national exam in the United States of America to get into higher education. In Canada and Europe, there are high school graduation exams: the High School Diploma in Canada, the Abitur in Germany, the Baccalauréat in France, the Maturità in Italy and the Bachillerato in Spain. In South Korea, the exam is portrayed as “having the opportunity to make or break your future.” According to the Ahn’s Presidential Advisory Council on Education, Science and Technology, more than 200 students committed suicide in 2009 and about 150 the following year. The course of this exam even gives rise to unique situations:

“14,000 police officers are mobilized to ensure good traffic flow. And there is even an emergency number for latecomers. They call it and a policeman comes to pick up the student at his home to take him to his exam center. […] landings and take-offs are banned in all airports during the language tests because the candidates are listening to recordings.” (Radio France, 2017).

Therefore, the pressure is not only on students, but also on parents who invest heavily in their children’s education, often leading to a financial burden. The emphasis on standardized tests has also led to a narrow curriculum. Schools focus on teaching the material that is likely to be on the test, leading to a lack of emphasis on critical thinking, creativity, and problem-solving skills. The result is a generation of students who may excel in memorization, but struggle when faced with real-world challenges.

We should also point out the lack of diversity in teaching methods. The country has a highly centralized education system, with a focus on rote learning and standardized testing. While this approach has led to high levels of academic achievement, it has also resulted in a lack of creativity and critical thinking skills among students. In recent years, there has been a growing recognition of the need to introduce more diverse teaching methods to encourage creativity and problem-solving skills.

One of the most significant impacts of the COVID-19 pandemic on the Korean educational system was the sudden shift to online learning. Students were required to participate in virtual classes to continue their education. This shift to online learning presented numerous challenges, including access to technology, internet connectivity, and the need for teacher training in remote instruction. While many students were able to adapt to online learning, others struggled due to the lack of in-person interaction and support from teachers. The digital divide has been a longstanding issue in the Korean educational system, and the pandemic exacerbated this issue. The Korean government implemented several initiatives to address the digital divide, including providing laptops and tablets to low-income families and expanding access to high-speed internet. However, these efforts were not enough to address the disparities in access to technology and internet connectivity.

COMPETITION

One of the most significant challenges facing South Korea’s education system is the intense pressure that students are under. As a country with a Confucian tradition, there was an examination to become a civil servant in Korea called Gwageo. Similar to the imperial examination in China, this selection method was very long prized by the Korean elites until its abolition in 1894. The selection and competition between students is therefore ancient and deeply rooted in Korean society. From a very young age, students are expected to perform at an incredibly high level in order to gain entry into top universities and secure high-paying jobs. This pressure can be so intense that it can lead to mental health issues such as depression and anxiety. Moreover, this pressure on students has led to a culture of cramming and rote memorization rather than a focus on critical thinking and creativity. The level of competition that exists in Europe has nothing to do with that in South Korea. Competition leads to two things among students: considerable inner stress A terrible degradation of human relationships. The other is no longer a fellow man. Korean students do not go to bed before eleven o’clock in the evening, and their school day is hectic. Their minds are focused on work and how to become the best in the class. Everything else is put aside: relationships, music, sports, etc. In the school environment, no one really is a friend. There are only competitors. This competition begins at a young age, with students vying for spots at prestigious elementary schools and continues throughout their academic careers. This competition can be so intense that it can lead to cheating and other unethical behavior in order to gain an advantage.

This competition leads to a number of problems. Firstly, it leads to a lack of diversity in the education system. Students are pushed to excel in certain subjects, such as math and science, at the expense of other subjects, such as the arts and humanities. This focus on certain subjects leads to a lack of well-rounded education. Additionally, the competitive nature of the education system leads to a lack of collaboration among students. Instead of working together to solve problems, students often view their classmates as competitors and are hesitant to share their ideas or knowledge. This lack of collaboration can hinder the development of critical thinking and problem-solving skills.

Focusing on the artistic representations of school in South Korean society makes us aware of the importance given to education. School and more generally school performance are over-represented in films and series (K-Drama). To perform poorly in school or to perform less well in school is perceived by society as a tare and something very shameful, which is the central element of the film Parasite (shooted by Bong Joon-ho, 2019). The main protagonist’s family lives excluded from this society of success, in an unhealthy basement, without money and living from day to day. As the film shows, being poor is a disgrace for the people concerned: if they are poor, it is because they have not worked well. To succeed, you have to work hard: this is the leitmotif of Korean culture. Without hard work, there is no salvation. The 2012 release of the film Pluto by director Shin Su-won caused a lot of reaction and controversy in the country. This highlights several issues of the Korean educational system. All the students in the film are doomed to succeed. And they will do anything to achieve it, even dehumanize the other person and stoop to animal behaviour. The main protagonist feels humiliated in front of prosperous children who are more confident of success than he is. It is this feeling of inferiority that will push him to commit the irreparable. Wealthy students are ready to kill their competitors which is the whole plot of the film: students go crazy, don’t sleep at night, commit acts of rape and humiliation on other students.

EQUAL OPPORTUNITIES

The Republic of Korea has one of the highest rates of gender inequality among OECD countries. Women’s labor force participation in 2019 is 60%, 5 percentage points lower than the OECD average. The gender pay gap is a concern: while the OECD average is 12.5%, the gap is 32.5%. While this gap is decreasing (it stood at 41% in 2000), it remains indicative of the gender divide. The Republic of Korea has made progress in terms of gender equality, but still has a long way to go to reach the standards of other developed countries. Gender equality must be promoted from school onwards, which is currently not the case, if at all. If it is not able to ensure that young Korean women students have well-paid jobs with equal pay to men, then the country’s economic dynamism and social welfare will suffer.

Students from low-income families or rural areas often have limited access to quality education and may struggle to compete with their wealthier peers This gap in educational opportunities can lead to a lack of social mobility. Students from low-income families may struggle to get into top universities or secure well-paying jobs, despite their academic abilities. This can lead to a cycle of poverty, as these students may not have the resources or opportunities to improve their situation. The fact that tuition fees are very high (4 million South Korean won, or 3,500 euros per semester) is a serious impediment to education for all and prevents any social climbing. For comparison, the OECD average in terms of tuition fees is 2,800 euros per year.

The South Korean education system has been criticized for its lack of diversity and inclusion. South Korea is a homogeneous society, and this is reflected in its education system. The curriculum is focused on teaching Korean history, culture, and language, with little emphasis on other cultures or languages. The lack of diversity in the education system can lead to a narrow-minded view of the world. Students are not exposed to different cultures, religions, or ways of thinking, which can limit their ability to be open-minded and empathetic. The education system in South Korea has also been criticized for its lack of support for students with disabilities. According to a report by the Korea Institute for Special Education, only 31.6% of students with disabilities attend regular schools, while the rest attend special schools. The lack of inclusion can lead to a sense of isolation and stigmatization for these students, who may feel excluded from mainstream society.

CULTURE OF PRIVATE TUTORING

South Korea’s society is well known for the importance of private tutoring (hagwon). Private tutoring has become a necessary part of education in South Korea, as parents feel that it is the only way to ensure their children’s success. According to a report by the Korean Educational Development Institute, nearly 80% of South Korean students attend hagwon. Private tutoring is offered in a variety of subjects, including math, science, English, and Korean language. The cost of private tutoring can vary depending on the subject and the qualifications of the tutor, with some parents paying large sums of money to provide their children with extra support outside of school. The high demand for hagwon has led to a rise in the cost of private tutoring, which can be a financial burden on families. The pressure to succeed academically can be intense, with many students experiencing high levels of stress and anxiety. The cost of hagwon can be as high as 30% of a family’s income, putting pressure on parents to work longer hours or take on additional jobs to pay for their children’s education. The reliance on private tutoring has also led to a lack of trust in the public education system. Parents feel that the public schools are not doing enough to prepare their children for the standardized tests, leading to a loss of faith in the system. This has also led to a lack of support for teachers, who are often blamed for their children’s lack of success.

Students from wealthier families are indeed more likely to be able to afford high-quality private tutoring, which can give them an advantage over their peers from lower-income families. This leads to a cycle of disadvantage, with students from lower-income families struggling to keep up with their peers and falling further behind.

CONCLUSION AND RECOMMENDATIONS

While the Korean government implemented several initiatives to address these issues, the pandemic has underscored the need for greater investment in technology and support for disadvantaged students, as well as a greater emphasis on social and emotional learning. All things considered, the pandemic was the revelation of all the dysfunctions and challenges of the South Korean educational system.

The foremost concern of the Korean government should be tackling gender gap. should promote gender awareness and gender-sensitive education in schools, as well as develop educational programs that challenge traditional gender roles and promote gender equality. Violence against women is a significant issue in South Korea: the government should develop laws and policies that protect women from violence, as well as promote public awareness campaigns that challenge harmful attitudes towards women. The civil society and the government must work hand in hand to change cultural norms that reinforce gender inequality. This can be done through public campaigns, media messages, and the promotion of gender equality in popular culture. South Korea’s educational system could introduce policies to encourage more girls to pursue STEM fields. This could include offering scholarships and financial support to girls studying STEM subjects, as well as providing mentorship opportunities and career guidance. Additionally, schools could work to eliminate gender biases in the classroom and provide female students with positive role models in STEM fields.

The existence of an exam as stressful and complex as the Suneung is problematic. The fact that students are committing suicide demonstrates how this system poses a real threat to student well-being. The government should be inspired by foreign evaluation methods, either similar to the United States of America, where the final grade gives an important place to continuous assessment, or similar to the examinations held in Europe, where oral examination is more practiced.

To address the high cost of private tutoring, South Korea’s educational system could introduce policies to provide additional support for students who need it. This could include providing after-school tutoring and study sessions at no cost to students.

REFERENCES

Andrea Matles Savada and William Shaw, editors. South Korea: A Country Study. Washington: GPO for the Library of Congress, 1990.

Hossein Sharif, “Suneung: The day silence falls over South Korea”, BBC News, November 2018.

Jiyeon Lee, “South Korean students’ ‘year of hell’ culminates with exams day”, CNN, November 2011.

Gérald Roux, « C’est comment ailleurs ? », France Info, Radio France, June 2017 [French].

Yongsoo Yang, “Gender equality: Korea has come a long way, but there is more work to do”, 12 ways Korea is changing the world, OECD, October 2021.

OECD, “Access to education, participation and progress”, Education at a Glance 2021, OECD Indicators, 2021.

Thomas Hatch, “Known for its intense testing pressure, top-performing South Korea dials it back”, The Hechinger Report, November 2017.

Arne Duncan, “Education Is the New Currency”, Mapping the Nation, Asia Society, November 2013.

Huiyan Piao & Yuna Hwang, “Shadow Education Policy in Korea During the COVID-19 Pandemic”, ECNU Review of Education, vol. 4, 2021.

Agata Lulkowska, “An Oscar for Parasite? The global rise of South Korean film”, The Conversation, January 2020.

Choi Woo-Young « Condamnés à réussir », Arte, March 2017 [French].

Educational Challenges in Kazakhstan

Written by Joseph Kamanga

Introduction

Kazakhstan, a country in Central Asia, is facing significant educational challenges that hinder its progress toward a thriving and inclusive educational system. These challenges have far-reaching consequences, impacting student outcomes, workforce readiness, and overall socioeconomic development. In this article, we will explore and analyze the key challenges faced by the Kazakhstani educational system and shed light on the obstacles that need to be addressed to ensure a brighter future for the country’s students (Akhmedjanova 2018).

Unequal Access to Quality Education

The unequal access to quality education across different regions of Kazakhstan remains a major challenge. Disparities in infrastructure, resources, and qualified teachers persist, particularly in rural and remote areas. This inequality perpetuates social and economic disparities, hindering overall development and opportunities for students in these regions.

Outdated Curricula and Teaching Methods

The presence of outdated curricula and traditional teaching methods poses a significant obstacle to the Kazakhstani education system. Rote memorization and a lack of emphasis on critical thinking, problem-solving, and practical application of knowledge hinder the development of essential skills required for the modern workforce. The curriculum also needs to be updated to align with the demands of the 21st century. (Mukhametzhanova 2019)

Digital Divide and Technological Challenges:

The digital divide and technological challenges in Kazakhstan’s educational system pose significant obstacles to equitable access to quality education. The availability and accessibility of digital infrastructure, internet connectivity, and digital devices vary across different regions, with rural and remote areas facing greater disparities. This digital divide hampers students’ ability to benefit from online learning resources, digital tools, and educational technologies. Additionally, limited digital literacy skills among teachers and students further exacerbate the challenge. Addressing the digital divide and providing adequate technological support and training to educators and students is crucial to ensure inclusive and effective education in Kazakhstan (Hauge 2019).

UN Women in Kazakhstan launched a new project to strengthen STEM (Science, Technology, Engineering, and Mathematics). Photo by UN Women.

Shortage of Qualified Teachers

The shortage of qualified teachers in Kazakhstan is a pressing challenge that affects the quality of education. High turnover rates, low salaries, and limited professional development opportunities contribute to difficulties in attracting and retaining highly skilled educators. This shortage leads to larger class sizes, limited individualized attention, and a decline in the overall instructional quality. (OECD 2018)

Insufficient Focus on Vocational Education

The lack of emphasis on vocational education opportunities is another challenge faced by the Kazakhstani educational system. The current system primarily prioritizes academic degrees, neglecting the importance of practical skills training. As a result, there is a shortage of skilled workers in various industries, hindering economic growth and diversification. (Tanirbergenova 2017)

Inclusion of Marginalized and Disadvantaged Groups:

The educational system in Kazakhstan faces the challenge of ensuring the inclusion of marginalized and disadvantaged groups. This challenge encompasses various groups, including children from low-income families, ethnic minority groups, children in remote areas, girls, and children with special educational needs. These groups often encounter barriers that hinder their access to quality education and limit their educational opportunities.

One aspect of this challenge is the limited resources available to support the education of marginalized and disadvantaged groups. Low-income families may struggle to afford educational materials, uniforms, and transportation costs, which can impede their children’s ability to attend school regularly and participate fully in the educational process. Additionally, schools in remote areas may lack sufficient infrastructure, resources, and qualified teachers, further exacerbating educational disparities for children in these regions.

Language barriers also pose a significant challenge for certain marginalized groups, particularly ethnic minority children. Kazakhstan is a diverse country with various ethnic groups, each with its own language and cultural heritage. However, the educational system predominantly operates in Kazakh or Russian, which can create barriers for non-native speakers. Limited access to education in their mother tongue can affect these children’s ability to fully understand and engage with the curriculum, potentially leading to lower educational outcomes.

Cultural biases and discriminatory practices can further hinder the inclusion of marginalized groups in the educational system. Girls, for example, may face traditional gender roles and expectations that prioritize their domestic duties over their education. This can result in lower school enrollment rates and limited educational opportunities for girls, impacting their long-term prospects and perpetuating gender inequalities. Similarly, children with special educational needs may encounter stigmatization, inadequate support, and a lack of inclusive educational settings that cater to their specific needs.

Inadequate Funding and Research

Insufficient funding for education, coupled with limited research opportunities, creates obstacles to progress. Inadequate financial resources hamper infrastructure development, access to learning materials, and the implementation of necessary reforms. Moreover, the lack of research funding limits innovation, knowledge creation, and evidence-based decision-making within the education system. (Rakhmatullayeva 2020)

Conclusion

Recognizing and addressing the educational challenges in Kazakhstan is crucial for the country’s sustainable development and the well-being of its citizens. Unequal access to quality education, outdated curricula, shortage of qualified teachers, insufficient focus on vocational education, and inadequate funding and research are significant hurdles that need to be overcome. By implementing comprehensive reforms, increasing investments in education, prioritizing teacher training and retention, modernizing curricula, expanding vocational education opportunities, and allocating adequate funding for research, Kazakhstan can pave the way for a brighter future. These efforts will empower Kazakhstan’s students to thrive in an ever-evolving world and contribute to the country’s sustainable development.

References:

Akhmedjanova, G. (2018). Challenges facing the education system in Kazakhstan. Journal of Education and Vocational Research, 9(2), 57-62.

Mukhametzhanova, Z. (2019). Outdated Curricula and Teaching Methods in Kazakhstan: Challenges and Solutions. International Journal of Educational Development, 75, 102178.

Rakhmatullayeva, G. (2020). Teacher shortage in Kazakhstan: Causes and solutions. International Journal of Educational Development, 64, 115-120.

Tanirbergenova, A., & Kupeshova, G. (2017). The challenge of vocational education in Kazakhstan. European Journal of Social Sciences Education and Research, 9(2), 37-43.

OECD. (2018). Education in Kazakhstan: Moving towards 2030.

Hauge, T. E., & Prieto, L. P. (2019). Digital inequalities in Kazakhstan: Exploring socio-economic disparities in internet use. Information, Communication & Society, 22(7), 988-1005.

Beyond the Medina: Unpacking Morocco’s Educational Challenges

Written by Anastasia Bagration-Gruzinski

Morocco is a North African country that is bordered by the Atlantic Ocean, the Mediterranean Sea, and Algeria. The country has a population of over 36 million people, making it the fifth-largest economy in Africa. Although Morocco is one of the most prosperous and politically stable countries in the region, it still faces several educational challenges.

According to UNESCO, the literacy rate in Morocco is 73%, with a 66% literacy rate for women and a 79% literacy rate for men. Although this is an improvement from previous years, there is still a significant disparity between urban and rural areas, with rural areas having lower literacy rates. Moreover, the quality of education is a concern, with a high dropout rate and low educational achievement levels.

In this article, we will examine the educational challenges that Morocco is facing, as well as possible solutions to address these challenges.

Schoolchildren admiring an eclipse in Morocco. Photo by Universe Awareness.

Challenges Facing Morocco’s Education System

Quality of Education

One of the most pressing challenges facing Morocco’s education system is the quality of education. Many Moroccan students struggle with basic reading and writing skills, which leads to high dropout rates and low achievement levels. According to the World Bank, only 36% of Moroccan students who enroll in primary school complete secondary education.

The lack of quality education is partly due to the shortage of qualified teachers, particularly in rural areas. According to a report by the Moroccan Ministry of National Education, Vocational Training, Higher Education, and Scientific Research, there is a shortage of over 60,000 teachers in the country. This shortage results in larger class sizes, which makes it challenging for teachers to provide individualized attention to each student.

Access to Education

While education is compulsory in Morocco, many children, particularly those in rural areas, do not have access to education. According to a report by the United Nations Children’s Fund (UNICEF), about 200,000 Moroccan children between the ages of 7 and 13 are not enrolled in school. Girls are especially affected, with many families preferring to keep their daughters at home to help with household chores or marry them off at a young age.

Moreover, poverty is a significant barrier to education in Morocco, with many families unable to afford school supplies and uniforms, as well as transportation to and from school.

Curriculum and Teaching Methods

Morocco’s education system has been criticized for its outdated curriculum and teaching methods. The current curriculum does not align with the needs of the modern workforce and does not provide students with the skills and knowledge they need to succeed in the 21st century.

Additionally, the teaching methods used in Moroccan schools are often outdated and rely heavily on rote learning and memorization. This approach does not encourage critical thinking or creativity, which are essential skills in today’s rapidly changing world.

Gender Inequality

Gender inequality is a significant challenge in Morocco’s education system. While the government has made progress in promoting girls’ education, there is still a significant gender gap in enrollment and achievement. According to a report by UNESCO, the primary school net enrollment rate for girls in Morocco is 87%, compared to 93% for boys. Moreover, girls’ achievement levels are lower than boys, with a higher dropout rate.

Teacher Training and Professional Development

Investing in teacher training and professional development is one of the most critical solutions to Morocco’s education challenges. The Moroccan government should provide more training opportunities for teachers to enhance their teaching skills and learn new approaches to teaching.

Additionally, the government should incentivize teachers to work in rural areas by providing them with better salaries, housing, and other benefits. This approach would help address the shortage of qualified teachers in rural areas and provide students with better access to quality education.

Children in a classroom in Morocco. Photo by Antonio Cinotti.

Solutions to Morocco’s Educational Challenges

Investing in Teacher Training

One of the most critical solutions to Morocco’s education challenges is investing in teacher training. The Moroccan government should provide more training opportunities for teachers to enhance their teaching skills and learn new approaches to teaching.

Additionally, the government should incentivize teachers to work in rural areas by providing them with better salaries, housing, and other benefits. This approach would help address the shortage of qualified teachers in rural areas and provide students with better access to quality education.

Legal Basis for the Solution:

According to Article 26 of the Universal Declaration of Human Rights, “Everyone has the right to education.” The right to education is also recognized in several international human rights treaties, including the International Covenant on Economic, Social, and Cultural Rights (ICESCR) and the Convention on the Rights of the Child (CRC). Both of these treaties recognize the right to education as a fundamental human right that should be accessible to everyone, regardless of gender, social class, or geographic location.

Expanding Access to Education

To increase access to education in Morocco, the government should consider implementing policies that target children from disadvantaged backgrounds. These policies may include financial assistance programs, such as scholarships or subsidies, to help families cover the cost of education.

The Moroccan government can also partner with non-governmental organizations and other stakeholders to expand access to education in rural areas. This approach could involve building new schools, providing transportation to and from school, and ensuring that schools have access to resources and materials needed to provide quality education.

Updating the Curriculum and Teaching Methods

To improve the quality of education in Morocco, the government must update the curriculum and teaching methods to align with the needs of the modern workforce. This could involve incorporating more practical skills, such as computer literacy, into the curriculum. The government should also promote project-based learning, which encourages critical thinking and problem-solving skills, rather than rote memorization.

Furthermore, the Moroccan government can collaborate with international organizations, such as UNESCO, to develop new teaching materials and curricula that are more inclusive and relevant to the needs of Moroccan students.

Closing the Gender Gap

Morocco has made significant progress in promoting girls’ education, but there is still a gender gap in enrollment and achievement. To close this gap, the government should focus on improving access to education for girls, particularly in rural areas.

The government can provide incentives for families to send their daughters to school, such as scholarships or subsidies. Additionally, the government can work with non-governmental organizations to create awareness campaigns that promote the importance of girls’ education and address cultural attitudes that prevent girls from accessing education.

International Cooperation

International cooperation is crucial in addressing Morocco’s education challenges. The Moroccan government can collaborate with international organizations, such as the World Bank and UNESCO, to secure funding for education initiatives and gain access to expertise and resources.

Additionally, the Moroccan government can learn from the experiences of other countries that have successfully addressed similar education challenges. For example, Morocco can look to neighboring countries, such as Tunisia and Algeria, that have made significant progress in improving access to education and promoting gender equality in education.

Conclusion

Morocco’s education system is facing several challenges, including the quality of education, access to education, curriculum and teaching methods, and gender inequality. While the government has made efforts to address these challenges, more needs to be done to ensure that all Moroccan children have access to quality education.

To improve the quality of education in Morocco, the government should invest in teacher training, expand access to education, update the curriculum and teaching methods, and close the gender gap in enrollment and achievement. Additionally, international cooperation is crucial in addressing these challenges, and the Moroccan government should collaborate with international organizations and learn from the experiences of other countries that have successfully addressed similar education challenges.

By addressing these challenges, Morocco can improve the prospects of its young people, promote economic growth, and build a brighter future for the country.

Bibliography

Education Monitor: Around The Globe between the 16th and 31st of May, 2023

Broken Chalk proudly presents the fifth edition of “Education Monitor: Around the Globe” between the 16th and 31st of May, 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 16th and 31st of May, 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.

Education Challenges for Girls in Niger: A Critical Analysis

Written by Frida Brekk

Niger, a landlocked country in West Africa, faces significant challenges in providing quality education to its population, particularly girls. Despite efforts to improve education in recent years, Niger ranks among the countries with the highest gender disparity in education. This article aims to explore the educational challenges faced by girls in Niger, examining the factors contributing to the gender gap and discussing the implications for the overall development of the nation.

Students in physics class. Makalondi Secondary School, Makalondi, Tilaberri Region, Niger. Photo by GPE/Kelley Lynch

Limited access to education is one of the primary challenges for girls in Niger. According to a report by The Guardian, Niger ranks among the ten worst countries for girls to receive an education. Factors contributing to this include early marriage and pregnancy; high rates of child marriage and early pregnancy often force girls to drop out of school, as societal norms prioritize early marriage over education, distance and infrastructure as remote rural areas lack proper school infrastructure, making it difficult for girls to access educational institutions, poverty and financial barriers; economic constraints often prevent families from sending their daughters to school, as they struggle to cover basic needs and associated education costs, security concerns; instances of conflict and instability limit educational opportunities for girls, particularly in areas affected by violence and displacement.

Girls in Niger also face discrimination and unequal treatment within the education system due to gender disparity. This discrimination manifests in various forms, including social differences. Traditional gender roles and cultural norms often dictate that girls prioritize domestic duties and caregiving over education, reinforcing gender inequalities. Lack of female teachers; shortage of female teachers in Niger makes it challenging for girls to find role models and receive guidance, contributing to the gender gap in education. And instances of gender-based violence, such as sexual harassment and assault, create hostile learning environments for girls, impacting their educational participation and achievement.

Another main concern is the quality of education in Niger. Even for girls who manage to access education, the quality of schooling remains a significant concern, and there are many factors affecting the quality of education in Niger. Schools often lack basic infrastructure, teaching materials, and resources, affecting the quality of instruction and learning outcomes for both girls and boys. Inadequate resources in the education system pose a significant concern for the overall quality of education and have particular implications for girls in Niger. Gender bias in curriculum materials and teaching practices may reinforce gender stereotypes and perpetuate biases, limiting girls’ educational opportunities. Additionally, insufficient training and support for teachers, particularly in addressing gender disparities, hampers the delivery of inclusive and gender-responsive education.

The challenges girls face in accessing quality education in Niger have profound implications for individual well-being, social progress, and the country’s overall development. Addressing these challenges requires a multi-faceted approach, inclusive of policy reforms, investment in infrastructure, empowerment and awareness, and teacher training and support. To effectively promote gender equality in education, the government of Niger must prioritize policies and initiatives that address gender-based discrimination and societal barriers. Enhancing educational infrastructure, particularly in remote areas, is crucial to improving access to education for girls. Insufficient educational infrastructure in remote regions poses significant barriers. Community awareness campaigns are vital in challenging societal norms and promoting positive attitudes towards this issue. And finally, providing comprehensive training and support for teachers, focusing on gender-responsive pedagogy, can improve the quality of education and promote gender equality in schools.

By acknowledging and actively addressing the challenges mentioned above, Niger can undertake a transformative journey towards establishing an education system that is inclusive and equitable, thereby empowering girls and fostering the holistic development of the nation.

This education system entails implementing a range of effective strategies, including but not limited to policy reforms, infrastructure investments, empowerment initiatives, and teacher training programs. By adopting this comprehensive approach, Niger can strive towards an educational landscape where girls have equal access to quality education, where gender disparities are minimized, and where the potential of all individuals is harnessed to drive progress and prosperity at both the individual and societal levels.

Sources

[https://www.theguardian.com/global-development/2017/oct/11/revealed-the-10-worst-countries-for-girls-to-get-an-education-international-day-girl](https://www.theguardian.com/global-development/2017/oct/11/revealed-the-10-worst-countries-for-girls-to-get-an-education-international-day-girl “smartCard-inline”)

Silencing Education: Israel’s Demolition of EU-Funded Schools in Palestine Stirs Outcry and Undermines Human Rights

Written by Frida Brekk

Recent events in Palestine have raised concerns and sparked outrage as Israel demolishes EU-funded schools, drawing widespread criticism from international bodies. These demolitions have intensified regional tensions and highlighted the ongoing Israeli-Palestinian conflict.

This article aims to provide an overview of the situation, exploring the reasons behind the demolitions, the reactions from various stakeholders, and the implications for education in Palestine.

A Palestinian school demolished by Israeli Occupation Forces in Hebron, occupied Palestine. Photo by Falastin-48.

On May 7, 2023, Israel demolished a Palestinian school funded by the European Union, prompting condemnation from the international community and eliciting strong criticism from the global community. The school, located in a Palestinian village in the West Bank, was part of a broader initiative to support and bolster educational opportunities in the region. This demolition has emerged as a pivotal moment within the highly volatile context, exacerbating the anger and frustration among Palestinians and their supporters. This incident has intensified the already heightened emotions surrounding the Israeli-Palestinian conflict, adding to the grievances and discontent within the affected communities.

The Israeli authorities have put forth several justifications for the destruction. They have highlighted the lack of proper permits and non-compliance with building regulations as primary reasons for their actions. Israeli officials argue these structures were erected without authorization and pose potential security risks. However, critics of these demolitions raise significant concerns about the complexity and restrictiveness of the Israeli permit process. They argue that Palestinians face numerous obstacles in obtaining the necessary permits, creating a cycle wherein unauthorized construction becomes the only viable option. Consequently, the demolitions become an unfortunate consequence of the limitations imposed by the Israeli permit system, perpetuating a cycle of illegal construction and subsequent destruction of vital educational infrastructure in Palestinian communities. This cycle disrupts Palestinian students’ lives and undermines the prospects of stability and development in the region.

Israel’s demolition of EU-funded schools in Palestine has ignited significant international condemnation, with the European Union emerging as a prominent voice of criticism. The EU has vehemently expressed its profound apprehension regarding destroying educational infrastructure, considering it a clear violation of international law. The incident has strained the relationship between Israel and the European Union, leading to deliberations on potential ramifications and diplomatic consequences.

The condemnation from the EU underscores the gravity of the situation and emphasizes the urgency for a resolution to address the demolition of these vital educational facilities. School demolitions have far-reaching implications for education in the region. Beyond the immediate destruction of physical infrastructure, these demolitions infringe upon Palestinian children’s fundamental right to education. Access to quality education is vital for the holistic development of children, encompassing their social, intellectual, and emotional growth. By demolishing schools, the academic progress of Palestinian students is disrupted, depriving them of a fundamental human right.

Moreover, the demolitions undermine international efforts to improve educational opportunities in Palestine. The European Union and other international entities have been actively supporting and funding initiatives to enhance education in the region. These efforts aim to provide Palestinian children with quality education, equipping them with the knowledge and skills necessary for their future. However, the destruction of EU-funded schools undermines these collective endeavours, hindering progress towards achieving educational development goals. The denial of education impacts individual students and has broader consequences for the entire Palestinian society. Education plays a crucial role in shaping the future of communities, fostering social cohesion, and empowering individuals to contribute positively to their institutions. The demolition of schools obstructs these transformative processes, perpetuating a cycle of inequality and limited opportunities for Palestinian children. Addressing the implications of the destruction of education in Palestine requires collective action and international cooperation. Efforts must be made to rebuild and rehabilitate educational infrastructure, ensuring Palestinian children access safe and conducive learning environments. Additionally, advocacy for protecting the right to education, as enshrined in international human rights instruments, is crucial.

Human rights organizations and proponents of Palestinian rights have strongly emphasized the need for accountability and cessation of the demolitions of EU-funded schools in Palestine. These advocates assert that Israel must be held responsible for destroying educational infrastructure, considering it a violation of the right to education enshrined in international human rights frameworks. The call for accountability resonates with the broader aim of ensuring that all parties involved in the Israeli-Palestinian conflict are held to the standards of international law. It emphasizes the significance of safeguarding the right to education as a fundamental human right, especially for vulnerable populations such as Palestinian children.

Additionally, these organizations and advocates urge international bodies to take tangible and proactive measures to protect and promote the right to education in Palestine, including monitoring and reporting on violations, engaging in diplomatic efforts to halt the demolitions, and supporting the reconstruction and rehabilitation of educational infrastructure.

The involvement of international entities in safeguarding the right to education is essential to create a conducive and secure environment for Palestinian students to access quality education. By advocating for accountability and appealing to international bodies, human rights organizations and advocates for Palestinian rights aim to bring attention to the violations of educational rights in Palestine. Their efforts seek to ensure that all children in the region have equal opportunities for education and the chance to develop their potential, contributing to a more just and equitable future.

The demolition has unleashed a powerful surge of criticism and alarm, casting a glaring spotlight on the enduring Israeli-Palestinian conflict. The obliteration of educational infrastructure stands as a formidable barrier to the aspirations of Palestinian children, impeding their path to quality education and hindering their overall development. In response, the international community, including influential players such as the European Union, has united in a resounding call for accountability and a relentless pursuit of resolution. These collective efforts aim to prevent further human rights violations, particularly the right to education, and ensure that every child in Palestine has an unimpeded opportunity to flourish academically, fostering a future of dignity and equality.

Sources:

[https://twitter.com/rihamjafari/status/1655188652316581889?s=46&t=rRZ3C1VSbq2cHxaJpAPYLg](https://twitter.com/rihamjafari/status/1655188652316581889?s=46&t=rRZ3C1VSbq2cHxaJpAPYLg “smartCard-inline”)

[https://twitter.com/rihamjafari/status/1655188652316581889?s=46&t=rRZ3C1VSbq2cHxaJpAPYLg](https://twitter.com/rihamjafari/status/1655188652316581889?s=46&t=rRZ3C1VSbq2cHxaJpAPYLg “smartCard-inline”)

[https://www.lemonde.fr/en/international/article/2023/05/07/israel-demolishes-eu-funded-palestinian-school-drawing-criticism_6025795_4.html](https://www.lemonde.fr/en/international/article/2023/05/07/israel-demolishes-eu-funded-palestinian-school-drawing-criticism_6025795_4.html “smartCard-inline”)

[https://www.france24.com/en/live-news/20230507-israel-demolishes-palestinian-school-drawing-eu-rebuke](https://www.france24.com/en/live-news/20230507-israel-demolishes-palestinian-school-drawing-eu-rebuke “smartCard-inline”)

Photo link: https://www.reddit.com/r/pics/comments/zazw81/a_palestinian_school_demolished_by_israeli/

The Educational Crisis in Tigray: The Devastating Effects of Civil War in Northwestern Ethiopia

Written by Joan Vilalta

After enduring the hardships of the Covid-19 pandemic, which implied a range of socioeconomic challenges, including educational impoverishment due to the closure of schools, the Tigray territory in northwestern Ethiopia suffered yet another blow in November of 2020, when civil war struck the region. The consequences of the conflict between the Tigray People’s Liberation Front (TPLF) and Ethiopia’s National Defence Forces (ENDF), aided by the Eritrean military, represent one of the most devastating humanitarian crises in the world, piling on top of several longstanding crises in Ethiopia such as severe drought and acute famine. The consequences of this conflict are broad, including a critical situation regarding education. 

According to the latest UN OCHA (United Nations Office for the Coordination of Humanitarian Affairs) report on the matter, around 85% of the schools in Tigray have been partially or entirely damaged by the conflict, and some 411.000 school-age children are in dire need of essential services, which profoundly affects their educational development. The UN plans to cover the needs of 3.6 million affected children and almost 190.000 teachers by providing accelerated learning activities for those who have been out of school for more than three years and providing psychosocial and mental health support services and learning packages.[1]

The current conflict was prompted by a power struggle between the TPLF and the current Ethiopian president Abiy Ahmed. The TPLF ruled the country for over thirty years until Ahmed came to power in 2018 to dismantle the TPLF’s regime. As Ahmed became the president of the country, he managed to rearrange the political power while ostracizing the TPLF. Parallelly, Ahmed also managed to end the longstanding war with neighbouring Eritrea.

On the 4th of November 2020, the government accused the TPLF of attacking a military base near Mekelle and ordered a military intervention to address the situation while calling for the aid of Eritrean forces and Tigray’s neighbouring region’s militias. Since then, the scale of the conflict has grown exponentially, with both sides committing mass killings and other atrocities that have called the attention of the international community. Ethnic discrimination against Tigrayans has been speculated to be entangled with the motivations of this war. It should be considered that while the focus of the conflict was on Tigray, conflict consequences eventually extended to the neighbouring regions of Amhara and Afar.

In March 2022, the government agreed to an indefinite ceasefire, but the conflict resumed in August. Nevertheless, a permanent cessation of hostilities was agreed upon in November 2022. While at this moment, the situation seems to have calmed down, Ethiopia now faces the aftermath of a devastating conflict, which calls for accountability on both sides as well as amending the several crises stemming from the war, among them the educational crisis. 

One of the main reasons why the war on Tigray provoked an educational crisis was the military occupation of schools to use them as bases, accompanied by the plundering, pillaging, and looting of academic centres and the extensive structural damage suffered by the buildings. 

IDP families and children at Primaray School in Mekelle IDP center April 15, 2021. Photo by UNICEF Ethiopia.

There have been many examples of this on both sides of the conflict. For instance, the historical school of Atse Yohannes in Mekelle was used by the ENDF for half a year, Eritrean forces used a primary school in Basen, and the TPLF used an elementary school in Bissober. This, of course, prompted the closure of schools, impeding the attendance of teachers and students, and resulted in extensive damage to infrastructure and school material since the use of the school would make the school a likely confrontation scenario. In some cases, it even resulted in derogatory messages towards locals being painted on the school walls. 

According to several sources, around 2.8 million children missed out on education because of the war, and more than 2000 causalities have been reported regarding students and teachers. 

The death of teachers and principals also represents a problem since it has generated a shortage of school staff, especially in areas where access to such qualifications is reduced. Due to this shortage, teachers are now forced to have many students in each class, making monitoring students’ progress closely difficult.

Beyond the military use of schools, a range of problems regarding quality and access to education emerged from the war. Trauma and psychological duress have been rampant among students and teachers, negatively impacting their capacity to attain their learning objectives. 

Families’ financial losses provoked by the conflict, combined with extreme drought, famine, and health insecurity, have prompted students to stop learning activities to contribute to their family’s economy. Poverty has also hampered the recovery of damaged schools and the capacity to provide a salary for school staff. Teachers have also been more unable to perform their duties since they had to focus on surviving the situation.

The war on Tigray has generated an estimated 3.5 million internally displaced people, mostly women and children. Internally displaced students often found themselves in precarious situations and could not attend school. Students who moved to regions with different indigenous languages also found a barrier to school integration. In many cases, even to this day, internally displaced people and refugees from the war have sheltered themselves inside schools, the occupation of the space being an obstacle to resuming regular school activity.

According to research on the impact of armed violence on students’ educational attainment in Tigray, the school enrollment rates dropped dramatically due to conflict (almost a 10% decline in the studied areas), and educational wastage overall increased, with dropout and repetition rates at risk of rising. Moreover, the long-term impact of the educational crises is the potential lack of social capital and skills of future generations, rendering the communities of Tigray even more vulnerable.

While humanitarian aid is currently reaching the affected areas in northwestern Ethiopia, it should be noted that the mere reopening of schools without further consideration won’t be a fully effective solution. Facilities will need to be safely rebuilt, and students and teachers will have to deal with the traumatic experience of war and loss in the coming years. Tigray’s educational system was not built overnight, and recovery will not be quick either. Aid and resources such as school materials or teacher training will be crucial to restore the system.

Finally, it should be noted that this educational crisis was not entirely unavoidable. The occupation and looting of schools for military purposes are rarely justified under Ethiopian law. They can constitute a war crime and a human rights violation since it deprives children of access to education. More than that, the African Committee of Experts on the Rights and Welfare of the Child has urged African countries to ban the use of schools for military purposes or to enact specific measures to discourage it. The African Union Peace and Security Council has also called upon African countries to endorse the Safe Schools Declaration, which contains concrete protection measures. In this sense, Broken Chalk encourages the Ethiopian authorities to support such mandates, to strengthen the law and its application to protect the educational system, as well as to provide the necessary aid sociopsychological and material to affected students and school staff during the coming years to ensure they can recover and strive for the development they deserve.

BIBLIOGRAPHY

Assefa, Y., Tilwani, S. A., Moges, B. T., & Shah, M. A. (2022). The impact of armed violence on students’ educational attainment and the role of parents in resilience schooling and the education process. Heliyon, 8(12), e12192. https://doi.org/10.1016/j.heliyon.2022.e12192

Cable News Network (CNN). (2022, November 11). Tigray conflict: Fast facts. CNN. Retrieved from: https://edition.cnn.com/2022/11/11/world/tigray-war-fast-facts/index.html

Ethiopia Insight. (2022, August 14). Students’ learning in Tigray is being crippled by the war. Ethiopia Insight. Retrieved from: https://www.ethiopia-insight.com/2022/08/14/students-learning-in-tigray-is-being-crippled-by-the-war/

Human Rights Watch. (2021, May 28). Ethiopia: Tigray schools occupied, looted. Human Rights Watch. Retrieved from:  https://www.hrw.org/news/2021/05/28/ethiopia-tigray-schools-occupied-looted

Humanium. (2022, August 9). Ethnic cleansing and grave violations of children’s rights in Ethiopia’s Western Tigray region. Humanium. Retrieved from: https://www.humanium.org/en/ethnic-cleansing-and-grave-violations-of-childrens-rights-in-ethiopias-western-tigray-region/

Link Education. (2022, January 6). Impact of the Northern Ethiopian War on education. Link Education. Retrieved from: https://linkeducation.org.uk/impact-of-the-northern-ethiopian-war-on-education/

NPR. (2021, March 5). 9 things to know about the unfolding crisis in Ethiopia’s Tigray region. NPR. Retrieved from: https://www.npr.org/2021/03/05/973624991/9-things-to-know-about-the-unfolding-crisis-in-ethiopias-tigray-region

[1] UN OCHA REPORT (https://reports.unocha.org/en/country/ethiopia/card/5TCJFYzqI4/)

Educational Challenges in Yemen: How the Conflict Puts Education at Risk?

Written by Müge Çınar

What has been happening in Yemen since 2015?

Yemen has ancient roots at the Middle East, Asia, and Africa crossroads, and the Republic of Yemen is a relatively new established state. It was created in 1990 following the unification of communist South Yemen with North Yemen. 

The wave of protests in Yemen in 2011 was affected by the Arab Spring, Yemen has been suffering civil wars, jihadist violence, tribalism, and extreme poverty since then.

Furthermore, the suffering brought on by the current war since 2015 between a coalition led by Saudi Arabia and the Houthis, a Shia militia supported by Iran (World Bank, 2019). The Saudi-led coalition was provided logistical and intelligence support from the US, UK, and France. According to the UN, both sides in the war have committed war crimes. However, both sides refused the allegations (World Bank, 2023).

Long before the current crisis began, the politicization of education in Yemen was an issue. To begin with, neither a license nor any type of supervision was required for religious schools, which predate government-run public schools and higher education institutions (Nagi, 2021). Yet, the conflict exacerbated the collapse of education in the country which was already weak in its educational system.

In general, the North and the South each have their independent educational system (Taher et al., 2022). Each of the parties engaged prioritizes military development while ignoring every aspect of progress, such as education. To serve their own ideological and political objectives, each of these systems is making considerable changes to education, yet the quality of education is declining in both places. Children are unable to attend schools due to conflict, displacement, the spreading of diseases, lack of infrastructure, and gender discrimination.

A group of children, displaced by fighting in the Yemeni city of Hodediah, participate in catch-up classes in the Rabat camp near the Yemeni city of Aden. Photo by Peter Biro

Conflict-related Education Difficulties

Attacks against schoolchildren, teachers, and educational infrastructure, since the conflict started, have affected the educational system and millions of children’s access to learning opportunities. Yemen is experiencing a serious education crisis, which will have devastating long-term effects on children (Education in Yemen,  UNICEF, 2023).

Around 11 million Yemeni children require humanitarian aid, and more than 2.4 million school-age boys and girls are not attending school (UNICEF, 2023). Many families are unable to bring their children to school because of the cost of food and other school-related expenses (Battling Hunger and Ensuring Yemeni Children Can Get Back to School, 2023).

According to UNICEF statistics, more than two million children are not enrolled in school, and many millions require assistance to enrol, and more than 20% of all primary and secondary schools are closed (ICRC, 2022). Students and teachers have been killed or injured on their way to school. Numerous families are no longer sending their children to school, especially girls, due to the danger and financial effects of the conflict. The psychological effects of violence mitigate the educational performance of the children since many children have only ever known life in conflict. 

At least one out of every four educational facilities has been destroyed, damaged, or put to other uses over the past eight years. 58% of these schools are damaged by conflict and 30% are used as quarantine centres or occupied by armed groups (Save the Children International, Save the Children Yemen, 2021).

Under international humanitarian law, war parties are required to take all necessary precautions to safeguard civilians and civilian infrastructure. Long-lasting harm results from violence against students, educators, and institutions of higher learning. It also makes the education system harder to recover after the conflict.

Displacement Problem

Ongoing conflict forces people to move to other areas of the country. Displaced people have had their access to education cut off suddenly because of their displacements. The 1.5 million school-aged internally displaced children, the 870,495 girls and boys with disabilities, and the more than 2 million kids who are not in school are the most at risk (OCHA, 2023). Between September and October 2022, UNHCR and Deem for Development Organization renovated the classrooms at the schools with funding from a Quick Impact Project (QIP) (OCHA, 2023).

International organizations and communities are on a mission to reach children who need health and education assistance in the displaced and hard-to-reach places. OCHA, UNICEF, UNHCR, UNFPA, and others participated in the mission.

Lack of Access to Healthcare and WASH Facilities

Many people in Yemen also lack access to healthcare and nutrition services. 540,000 children live in a condition with acute malnutrition and insufficient health services. Water, sanitation, and hygiene (WASH) need for children are more common in the areas of new displacement and rural areas. Shelter and WASH assistance is the most important factor for children to pursue their education. In 2023, more than 8.6 million school-children will need assistance according to UNOCHA (OCHA, Issue 1, 2023).

The result of the war is damage to infrastructure and import disruption of fuel causing 61% of the Yemeni’s lack of access to water and 42% of the population to have not enough sanitation (OCHA, Issue 1, 2023). The sheer amount of time spent delivering water also harms the educational opportunities for children. With no choice but to go to the water points twice a day and carry plastic water containers on their heads, many children have been forced to quit school (OCHA, Issue 1, 2023).

The events to improve access to safe water were officially launched on February 2022 by IOM and YHF (OCHA, Issue 1, 2023). Many kids can go back to school and finish their education, particularly girls. The project also unlocks the ability of the people to engage in agriculture and other livelihood activities.

Spreading Diseases and Urgent Immunization of the Children

“The prolonged crisis and the lack of funding for the HRP threaten food insecurity, which could result in famine, disease outbreaks, and epidemics,” said Na’aem Al Khulaidi, program coordinator for the Tamdeen Youth Foundation (OCHA, Issue 2, 2023). For instance, polio has frighteningly returned to Yemen years after the country was declared free of the deadly illness.

Significant infectious disease outbreaks, including some that could have been prevented by vaccination, such as cholera, diphtheria, dengue, measles, and the reappearance of vaccine-derived polioviruses, were influenced by the conflict. Additionally, the COVID-19 pandemic has made the health condition even worse.

A new level of complication was introduced for the millions of school children in Yemen with the Covid-19 pandemic. For the millions of boys and girls in Yemen, After many cases of illness were reported in March 2020, schools closed and stayed closed for six months. Although the reopening the schools, many children had not gone back to classes (ECW in Yemen, 2023).

Having suffered from the Covid-19 pandemic, Yemen is dealing with rising cases of poliovirus. 228 children have been paralyzed due to poliovirus in 2021 in Yemen. In Yemen, there were about 22,000 cases of measles in 2022, with 161 casualties. There have been 9,418 cases reported in 2023, and 77 children have died (OCHA, Issue 1, 2023).

Low immunization rates of vaccine-preventable diseases among children are a very dangerous situation for them to attend school. Many children’s families are not able to afford hospitalization costs (OCHA, Issue 3, 2023). While there have been numerous polio and measles vaccination campaigns over the past two years in the southern regions, children in the northern regions are particularly in danger due to the ongoing deadlock over additional immunization efforts there (OCHA, Issue 3, 2023).

A group of children, displaced by fighting in the Yemeni city of Hodediah. Photo by Peter Biro

Gender Inequality

The patriarchally-oriented cultural and religious institutions continue to be the principal opponent of female education. The government and international organizations strive to alter the mindset of the current families to forbid their daughters from pursuing education by launching various campaigns in rural areas, reinforcing the social norms that they have built (Ballout, 2023). Nevertheless, dropouts of the school-girls are at risk of child marriage, while boys are recruited by armed groups.

The most affected gender by the displacement is females. Bureaucratic obstacles prohibit women to travel without a company of a close family member. This has created a great impact on women to access and pursue education (OCHA, Issue 1, 2023). The increase in mahram requirements and mostly AA-controlled areas worsened the gender gap in education, resulting in a wide gender gap in literacy and basic education.

The country’s economic struggle plays a part in gender inequality too. Getting a very minimum income affects Yemeni households’ purchasing power. Weak economical conditions affect women’s conditions and children’s education.  It will have a domino effect and raise the danger of gender-based violence and other abuses among women and girls. Children will have less access to school and more cases of family dissolution, child labour, child marriage, and child trafficking (OCHA, 2022).

Insufficient Incentives to the Teachers

Yemen’s education system is in danger of collapsing, which will have an impact on both school-age males and females. The conflict that has lasted for years, the economy’s downfall, and the COVID-19 pandemic have all restricted access to schooling. Structured learning is still impacted by the insufficient payment of teachers’ salaries.

Since 2016, the majority of teachers in governorates (or 61% of the teaching staff) have received poor allowances. When teachers are paid, the amounts are little and paid slowly, which disincentivizes them for work and forces them to look for side jobs to support their income (Education in Yemen, 2023). Also, most teachers lead to quitting their jobs which risks nearly four million children losing access to education (Nagi, 2021). Every year, a number of teachers and students flee from the country, and a large portion of these individuals are the most qualified ones.

Another important problem is that there are not sufficient teacher training programs, causing qualified teachers to remain very less. The gender gap between the teachers is also very wide. Teachers are mainly male with 80%, which creates a lack of female teachers.

Teachers as well as students have suffered from this constant struggle and even exploited it against one another. Teachers and students were recruited to collaborate with the tribes that were engaged in this conflict. Peace and education are being replaced by conflict and political beliefs that serve the interests of parties and tribes. The students quit school and decide to ally themselves with the tribes that will pay for their families basic needs. This includes teachers who have gone for years without receiving payment (Taher et al., 2022).

References

Ballout, A. (2023). Female Education in Yemen. Available at SSRN 4318578.

Battling Hunger and Ensuring Yemeni Children Can Get Back to School. (2023, February 1). World Bank. Retrieved May 26, 2023, from https://www.worldbank.org/en/news/feature/2023/02/01/battling-hunger-and-ensuring-yemeni-children-can-get-back-to-school

ECW in Yemen. (n.d.). Education Cannot Wait. Retrieved May 26, 2023, from https://www.educationcannotwait.org/our-investments/where-we-work/yemen

Education in Yemen. (n.d.). UNICEF. Retrieved May 26, 2023, from https://www.unicef.org/yemen/education

8 years of crushing conflict in Yemen. (2023, March 24). UNICEF. Retrieved May 26, 2023, from https://www.unicef.org/press-releases/8-years-crushing-conflict-yemen-leave-more-11-million-children-need-humanitarian

How and why to end the war in Yemen. (2019, May 7). Economist. Retrieved May 26, 2023, from https://www.economist.com/leaders/2017/11/30/how-and-why-to-end-the-war-in-yemen?utm_medium=cpc.adword.pd&utm_source=google&ppccampaignID=18151738051&ppcadID=&utm_campaign=a.22brand_pmax&utm_content=conversion.direct-response.anonymous&gclid=CjwKCAjwge2iBh

ICRC. (2022, October 13). Yemen: Conflict leaves millions of children without proper education. In News and Press Release. https://reliefweb.int/report/yemen/yemen-conflict-leaves-millions-children-without-proper-education-enar

Nagi, A. (2021). Education in Yemen: Turning Pens into Bullets.

OCHA. (2022, April 30). Yemen Humanitarian Response Plan 2022. https://reliefweb.int/report/yemen/yemen-humanitarian-response-plan-2022-april-2022

OCHA. (2023, January). Report: Yemen Humanitarian Update. (Issue 1). https://reliefweb.int/report/yemen/yemen-humanitarian-update-issue-1-january-2023-enar

OCHA. (2023, February). Yemen Humanitarian Update. (Issue 2). https://reliefweb.int/report/yemen/yemen-humanitarian-update-issue-2-february-2023-enar

OCHA. (2023, March). Yemen Humanitarian Update. (Issue 3).

Save the Children International, Save the Children Yemen. (2021, June). Report: Education in Crisis in Yemen.

Taher, A., Khan, Z., Alduais, A., & Muthanna, A. (2022). Intertribal conflict, educational development and education crisis in Yemen: A call for saving education. Review of Education, 10(3)(e3376).

Yemen: Why is the war there getting more violent? (2023, April 14). BBC. Retrieved May 26, 2023, from https://www.bbc.com/news/world-middle-east-29319423

Featured image: Yemeni children play in the rubble of buildings destroyed in an air raid, Photo by Biro