The right to education is a fundamental pillar of children’s rights. Achieving universal education, however, is a complex process that requires social policy to join with educational policy to develop strategies that bring about change. Bahrain is an island country located in western Asia, which, based on the projections of the latest United Nations data, has a population of about 1,773,831.
By Ntchindi Chilongozi Theu
Cover image by Allan Donque.
This report has been drafted by Broken Chalk to contribute to the fourth Universal Periodic Review (UPR) of Brazil. Since Broken Chalk is an organization aimed at fighting inequalities and improving the quality of Education worldwide, this report will focus on Education. The report brings attention to the main and most outstanding issues that Brazil faces regarding the Right to Education. The report will also track the progress of the promises made by Brazil during the last UPR. In light of the following views, Broken Chalk shall offer Brazil recommendations for the improvement of the educational field.
Drafted by Aniruddh Rajendran
Edited by Olga Ruiz Pilato
Cover image by Wallpaper Flare.
Providing education is one of the most important functions of any government and while many countries’ educational systems face greater troubles than the UK’s, it is by no means without its flaws.
There are five stages that encompass the education system in the UK: early years, primary, secondary, Further Education (FE) and Higher Education (HE). Education is compulsory between the ages of 5 (4 in Northern Ireland) and 16. Further Education is not compulsory and covers non-advanced education held at education colleges and HE institutions. The fifth stage, HE, is further study that takes place in universities and other Higher Education Institutions. This article will discuss some of the main problems the UK is facing including its two-tiered education system, major class divide and lack of resources and money in disadvantaged schools.
By Kate Ryan
Cover image by Wallpaper Flare.
The past five years since the Netherlands’ previous Universal Periodic Review (UPR) have seen developments in certain areas. There have been concrete actions to protect and fulfil the human right of everyone to education. Concurrently, however, evidence has been gathered of multiple violations of the right within the same timeframe. It is imperative for the Netherlands, as a human rights duty-bearer, to address the different forms of discrimination and marginalisation experienced by vulnerable groups, which hinder their access to education, as well as the multiple other challenges these groups face, whether the challenges are based on socio-economic grounds or otherwise.
Under national and international human rights law, the government of the Netherlands is under an obligation to respect, protect and fulfil the right of every person to education, provide redress for the occurrence of such violations, and prevent them from happening.
By Farai Chikwanha
Cover image by DennisM2.
Broken Chalk is a non-profit organization with one main goal – To protect human rights in the world of education. The organization started with a website and articles and currently it is working on multiple projects, each aiming to fight human rights violations in the educational sphere. As the UPR is related to human rights violations, inequalities, human trafficking, and other violations, Broken Chalk prepares this article for the fourth cycle and the specific country – South Africa.
During the last cycle, the delegation put forward 243 recommendations, South Africa supported 187 of them, and the rest they noted.1 Section B31 is the one that stands out as it is related to “Equality & non-discrimination” and South Africa supported all of the recommendations given. Some of them are related to the protection of different minorities. Support and education on the LGBTQ communities and attempts on reducing discrimination in the country. The recommendations given in 2017 will help Broken Chalk evaluate the performance of the specific country. This report will give an update on the previous issues related to education, plus recommendations on how to deal with new ones.
By Ivan Evstatiev
Cover image by Chris Eason.
Broken Chalk is a non-profit organization that addresses the respect and enforcement of the right to education. Therefore, it is concerned on how the Philippines has expanded the access to quality education on an equal level across all levels and age groups without discrimination since the conclusion of the Universal Periodic Review’s 3rd Cycle in late 2017. Nearly 24% of the statements made by the 95 delegations during the Working Group’s Interactive Dialogue on 18th July 2017 focused on education and other issues such as the gender gap, discrimination, and human trafficking which affect the access, outputs, and outcomes of education.(1)
From 257 recommendations that these delegations put forward, the Philippines accepted all those concerning education under paragraphs 133.219 – 133.225 of the Working Group’s Report in its Addendum.(2) Thus, the Philippines accepted to prioritise public education in its budgetary expenditure; increase net enrolment for girls in pre-primary and primary education; generate legislation that increases access to quality education for vulnerable learners; and ensure education remains compulsory and free. These serve as a baseline for Broken Chalk to highlight new and persistent issues that impact the right to education within the state and conclude whether they were satisfied by the Government of the Philippines (GPH) whilst calling for actions that address the current trends and issues in a holistic manner.
By Karl Baldacchino
Cover image by Alloizajean.
Article 28E(1) of the 1945 Constitution of the Republic of Indonesia (“the Constitution”), ensures the right to freedom of thought, conscience, and religion: “each person is free to worship and to practice the religion of his choice, to choose education and schooling, his occupation, his nationality, his residency in the territory of the country that he shall be able to leave and to which he shall have the right to return.”(1) The Indonesian educational sector is, however, facing severe challenges, some related to human rights violations. Amongst these is the fact that many children of compulsory school age are currently out of school, particularly in Java.
By Olga Ruiz Pilato
[1] Asian Human Rights Commission, The Constitution of the Republic of Indonesia 1945 <accessed in February 2022
http://www.humanrights.asia/indonesian-constitution-1945-consolidated/>.
Cover image by Fikih Firmansyah on Pixabay.
Broken Chalk is a non-profit organisation that focuses on developing each country’s educational system to improve the level of human rights on the global level. Therefore, this report will focus on education. By drafting this report, Broken Chalk intends to assist with Tunisia’s fourth Universal Periodic Review (UPR). First, the report will analyse the most important issues that Tunisia faces regarding the Right to Education. Then, it will shed light on some issues that should be solved through the Tunisian Ministry of Education. And finally, Broken Chalk will provide a few recommendations to Tunisia to further ameliorate in the field of education.
By Faical Al Azib
Cover image by Wallpaper Flare.
This report has been drafted by Broken Chalk to contribute to the fourth Universal Periodic Review (UPR) of Algeria. Since Broken Chalk is an organization aimed at fighting inequalities and improving the quality of Education worldwide, this report will focus on Education. First, the report brings attention to the main and most outstanding issues that Algeria faces regarding the Right to Education. Secondly, the report individuates some issues that should be tackled through Education. Lastly, in the view of the points raised, Broken Chalk would like to offer a few recommendations to Algeria to further improve in the field of Education.
By Francisca Orrego Galarce
Cover image by Wallpaper Flare.
Education at a Glance 2021 | Chapter C: Financial resources invested in education
Introduction
Adequate educational payment improves productivity in the labour market as workers acquire or further develop their skills. This, in turn, influences social and economic growth. Decisions about expenditure in education are a multi-party and multi-sectoral exercise involving the government, private companies, students, and their parents. A comparative approach to analysing financial spending on education in different countries not only indicates its potential future socioeconomic impact and facilitates the determination of best practices in education-related policymaking.
Framework for international educational finance indicators
On a national level, educational institutions are most referred to units in analysing financial expenditure because of the traditional interest in knowing how much enrolment costs. However, this approach is not very practical as it does not factor in variations in the provision of resources, either within countries or between companies in comparison with each other, and does not account for the different funding sources these institutions may have.
There are three dimensions to the framework for educational institutions:
Accounting for expenditure
For education, expenditure is recorded in the year in which it is spent, with the exception of expenditure for retirement costs, in which case countries are asked to attribute costs to arrive at the internationally comparable expense of employing personnel.
Summary by Farai Chikwanha from Education at a Glance 2021: OECD. Chapter C. Financial resources invested in Education
Edited by Olga Ruiz Pilato
Cover image from: Vecteezy Attribution: <a href=”https://www.vecteezy.com/free-vector/cartoon”>Cartoon Vectors by Vecteezy</a>
