Education Monitor: Around The Globe between the 16th and 30th of September, 2023

Broken Chalk proudly presents the 13th edition of “Education Monitor: Around the Globe” between the 16th and 30th of September, 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 16th and 30th of September, 2023

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

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

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

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

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

The Gaza Conflict Dilemma: Academic Freedom and the Complex Tapestry of Free Speech in American Universities

By Samantha Orozco

In recent days, Harvard’s President, Claudine Gay, resigned amidst an antisemitism scandal. Contrary to expectations, her resignation was not prompted by allegations of antisemitism at the renowned institution but by accusations of plagiarism. While such accusations warrant the resignation and removal of an academic in such a pivotal role, it is crucial not to overlook the controversy surrounding her decision to step down and the pressure exerted by members of the US Congress and Harvard’s Jewish Community.

Gay, alongside other esteemed university presidents such as Liz Maguill of the University of Pennsylvania (who also resigned) and Sally Kornbluth of the Massachusetts Institute of Technology, faced scrutiny following allegations of antisemitism and potential endorsement of university authorities. This situation preceded a hearing initiated by the US Congress Republican Party to investigate “their actions to curb and penalize antisemitism in their respective universities.” [1]

Claudine Gay, president of Harvard University taken by Ken Cedeno, Reuters
Sally Kornbluth, president of Massachusetts Institute of Technology taken by Kevin Dietsch/Getty Images
M. Elizabeth Magill, president of University of Pennsylvania , taken by Kevin Dietsch/Getty Images

The inquiries and pressure directed at these university presidents are just the tip of the iceberg in the attempt to stifle freedom of speech in American universities. For instance, Columbia University prohibited participation in demonstrations supporting either Palestine or Israel. While this initially suppressed the two main student groups, the resolution backfired as students organized protests and formed over 40 student groups to continue expressing support for their causes.[2] Another example is the decision by Ron DeSantis, Governor of the State of Florida, to declare all pro-Palestinian groups in state universities illegal and compel their closure.[3]

The situation unfolding in American universities and the congressional approach to the matter threatens academic freedom and the right to freedom of speech. This is exacerbated by the fact that this precedent could set an example nationwide, where a pro-Palestinian liberation movement emerges without the intention of promoting hate speech but instead creating discomfort for those with differing views. On the other hand, the concern lies in the unequal treatment of hate speech incidents, mainly when directed against Palestinian or Muslim students.

“Anti-zionism is Antisemitism”?

The initial misstep in defining the boundaries of tolerance for expressions of support for the Palestinian movement occurred with the congressional resolution that equates anti-Zionism with antisemitism. [3] This sets a dangerous precedent, as many anti-Zionist movements advocate for a ceasefire in Gaza or criticize Israel’s military actions without promoting hatred or discrimination against Jews. Since October 7, several pro-Israel motions have been endorsed by Congress, reflecting widespread support for Israel among most US legislators during its offensive in Gaza, resulting in the tragic deaths of over 16,000 Palestinians.[4]

The conflation of anti-Zionism with antisemitism definitions has led to the interpretation of any form of support for Palestinians as acts of antisemitism. University presidents faced questioning on this matter, often relying on context to address inquiries. Their responses were often hesitant, not firmly stating whether certain behaviours are antisemitic or not, emphasizing the importance of context. In an environment where pro-Palestinian expressions are perceived as universally antisemitic, nuanced responses are challenging to provide, leading to the coerced cessation of pro-Palestine protests by university students.

Determining whether specific expressions may be considered antisemitic requires a case-by-case analysis, potentially placing such behaviours outside the protection scope of the right to freedom of speech. Article 19 of the International Covenant on Civil and Political Rights (ICCPR) asserts that everyone is entitled to freedom of speech, making expressions of support for Palestinians a fundamental exercise of this right. Striking a balance between freedom of speech and the prevention of hate speech is essential, though international human rights law lacks a formal definition of “hate speech.” Instead, most United Nations instruments refer to “incitement to discrimination, hostility, or violence.”[5]

Limitations on freedom of speech under international law aim to reconcile two fundamental principles. On one hand, the principle of equality and non-discrimination ensures the equal enjoyment of human rights, protection under the law, and dignity without discrimination. On the other hand, the right to freedom of opinion and expression safeguards the right to hold opinions without interference and to express, seek, receive, and impart information and ideas across all mediums and without borders. [6] Advocating for the implementation of drastic measures that quash any expression of support for Palestinians is a misguided approach in the pursuit of a shared objective, which ideally should be peace and the safeguarding of human dignity, irrespective of individual perspectives on the Gaza conflict.

American citizens pro-Palestinian protest in front of Israel Consulate – by Hossam el-Hamalawy on Flickr

The challenge for academy and university students

An intriguing aspect to ponder is the state of academia when contentious issues arise, potentially jeopardizing even professional positions. Will contributions to the analysis of the Conflict in Gaza, particularly from academics at renowned American universities, be tainted and stifled by the fear of being branded as antisemitic?

While advocating for the punishment of hate speech, incitement to Violence, or genocide against any involved groups in the conflict is commendable, the challenge lies in striking a balance that preserves academic freedom. This concept, rooted in medieval European universities,[6] encompasses the freedom of teachers and students to engage in teaching, studying, and research without undue interference or constraints from law, institutional regulations, or public pressures. Its fundamental tenets include teachers’ freedom to explore subjects of intellectual concern, present findings without censorship, and teach in a professionally appropriate manner.

Students can study relevant subjects, form conclusions independently, and express their opinions. Advocates argue that the justification for academic freedom is not solely for the comfort of educators and students but for societal benefits.[7] A society thrives when the educational process fosters knowledge advancement, and such progress is best achieved when inquiry remains free from state, institutional, or special-interest group restraints. In that sense, more than trying to suppress opinions, universities should promote healthy discussions among different perspectives and encourage students to participate in other academic spaces.

Ironically, being a college president may be one of the least desirable positions in American universities. The removal of a university president should ideally result from internal deliberations among board members and academic personnel, not from political pressures emanating from the Capitol. Universities must remain immune to political coercion, and authorities should distinguish between this and exercising freedom of speech and promoting academic freedom. At the moment, actions appear to favour a specific narrative, undermining the potential for diverse and healthy approaches and discussions in a nation where no voices should be silenced.

Notes:

[1]Blinder, Alan & Others for The New York Times. (12 December 2023) Universities Face Congressional Inquiry and Angry Donors Over Handling of Antisemitism. https://www.nytimes.com/2023/12/07/us/university-of-pennsylvania-mit-harvard-antisemitism.html

[2]Stack, Liam, for The New York Times. (November 2023) Columbia Closes Campus as Israel-Hamas protests erupts. https://www.nytimes.com/2023/10/12/nyregion/columbia-university-israel-hamas-protests.html

[3]Hay, Andrew for Reuters. Florida´s De Santis bans Pro-Palestinian Student Group. https://www.reuters.com/world/us/floridas-desantis-bans-pro-palestinian-student-group-2023-10-25/

[4]Mohamed, Edna, and others for Al Jazeera. Israel-Hamas war updates: More than 16,200 dead in Gaza from Israeli Attacks. https://www.aljazeera.com/news/liveblog/2023/12/5/israel-hamas-war-live-israeli-attacks-on-southern-gaza-reach-new-depths

[5]United Nations Human Rights Commission, Hate speech and incitement to hatred or Violence. Special Rapporteur on Freedom of Religion or Belief https://www.ohchr.org/en/special-procedures/sr-religion-or-belief/hate-speech-and-incitement-hatred-or-violence#:~:text=As%20a%20matter%20of%20principle,peaceful%2C%20inclusive%20and%20just%20societies.; The International Convention on the Elimination of all Forms of Racial Discrimination (CERD), adopted by the UN General Assembly in 1965, prohibits “propaganda” and “dissemination of ideas” about racial superiority and The Convention on the Prevention and Punishment of the Crime of Genocide (art. 4).1948, The Rome Statute of the International Criminal Court was adopted in 1998  (art. 25).

[6]Simpson, R. M. (2020). The relation between academic freedom and free speech. Ethics, 130(3), 287-319.

[7]Hinchey, P. H. (2010). Finding freedom in the classroom: A practical introduction to critical theory (Vol. 24). Peter Lang; Barrow, C. W. (2017). Realpolitik in the American University: Charles A. Beard and the problem of academic repression. In Neoliberalizing the University: Implications for American Democracy (pp. 26-46). Routledge.

Brunei’s Education: Tradition Meets Transformation

Written by Leyang Fu

Brunei’s Education System

Brunei Darussalam is a nation nestled on the island of Borneo in Southeast Asia, neighboring Malaysian Borneo states of Sabah and Sarawak and Indonesian Kalimantan. With one of the highest per capita incomes in Asia and nearly all Millennium Development Goals achieved, Brunei’s education system has been on a path of continuous reform and growth. It provides free education to children in primary and secondary levels and the gross enrollment in the respective level has reached 100.1 and 92.1 in 2019 according to World Bank statistics. The 97% adult literacy rate of both sexes is also a remarkable success for national education. Reflecting its Islamic heritage and monarchy, Brunei emphasizes faith and loyalty to the Sultan. Yet, British influences persist, shaping curricula and structures. Over the past three decades, the country has implemented significant educational changes, from bilingual education to emphasizing noble moral values in the curriculum and introducing a national curriculum for the 21st century.

Despite the enviable prosperity and educational standards, Brunei still faces educational challenges in different aspects, including gender bias in the teaching profession, skill-education mismatches, low tertiary enrolment, and teacher shortages.

General Strategy: Sustainable Education in Brunei

Launched in 2007, Wawasan (or Brunei Vision) 2035 represents the country’s commitment to economic diversification and the development of an educated, highly skilled populace. The first goal of this vision is to create a nation of accomplished people, emphasizing the importance of achieving a first-class education and providing equal educational opportunities for all. Approved by the Ministry of Education in 2009, the Sistem Pendidikan Negara Abad ke-21 (SPN21) has ushered in significant changes in Brunei’s education system. It sets out three important facets: education structure, curriculum and assessment, and technical education. It also includes the goal of achieving equality in educational fields and improving the inclusion of disadvantaged and at-risk learners. This system aims to modernize education in the country, aligning it with the demands of the 21st century.

Multifold Challenges Faced by Brunei

Imagine this: You’ve spent years diligently studying, striving for excellence, only to find yourself in a job market where your qualifications don’t quite fit the bill. This is the harsh reality facing many Bruneian citizens. According to the CSPS Brunei Economic Outlook 2021 publication, the incongruity between skills and qualifications has emerged as a critical issue, profoundly affecting the employability of Bruneians in the private sector. It exists among the low-skilled as well as among graduate work entrants. (Rizzo, 2015) The Sultanate grapples with the gap between the skills people acquired through education and the skills required by the job market. The statistics paint a grim picture: an unemployment rate hovering at 9.3% in 2017, with the burden falling heavily on the shoulders of the nation’s youth, where a staggering 25.3% find themselves without work. But 2022 has seen improvement with the unemployment rate dropped to 5.2%, despite slightly higher than the 4.9% of 2021.

The irony lies in the fact that Brunei boasts a relatively high rate of tertiary-educated individuals but falls short in providing the high-skilled job opportunities that these graduates aspire to. In an effort to combat high unemployment rates, Brunei initiated the i-Ready paid apprenticeship program. Registered with the JobCentre Brunei, unemployed graduates would be exposed to potential employers in public and private sectors. For a maximum period of three years, the apprentice would receive a monthly allowance of $800 (BND) from the Brunei government, while working for the companies. In other words, the government subsidizes the apprentice to gain working experiences for future career. It sounds like a sweet idea, what could go wrong? A commonly found problem is that the payment barely covers the basic needs of survival, as single person monthly estimated costs in Brunei are $1,000 (BND) without rent. With the poor salary and absent benefits, the apprentices still find themselves expected to fulfill the workload of a contracted employee. The reality that some companies are reluctant to provide a permanent spot for the apprentices only worsens the situation. A ‘hiring freeze’ is noticed since the i-Ready program rolled out, and the abusing of under-paid human resources are no longer news to Bruneians. I-Ready apprentices questioned that if they are being exploited after investing all those years and energy in obtaining tertiary degrees. Overall, it should be acknowledged that i-Ready program is far from an anecdote for addressing the current unemployment issues. More vigilant monitoring is required in place to improve the situation.

In a bigger picture, while Brunei has made strides, the road to tertiary education is still less traveled. With a tertiary enrolment rate of just 31.99 percent, Brunei falls below the global average. For comparison, the world average in 2020 based on 113 countries is 51.98 percent. But there is hope on the horizon. Recent years have witnessed a modest increase in tertiary enrolment. In addition to the low enrolment, scholars pointed out that the gender disparity in academic achievement exist, as females far outperform their male counterparts in those subjects key to admission criteria, provided the fair opportunity to tertiary education. Another persistent issue in Brunei’s education system is the shortage of teachers. Various reports have highlighted shortages in different subjects and specializations, including English, art, pre-school, and special education. The Special Education Unit struggles to accommodate the annual increase in the number of students, adding to the challenge faced by teachers. To address teacher shortages, Brunei has implemented measures such as the School Leadership Programme (SLP) and the Teacher Service Scheme to enhance the prestige of the teaching profession. However, ongoing efforts are needed to attract and retain educators, especially those in specialized fields like special education. The Ministry of Education defines inclusive education as ‘giving all children and students, including those with special needs, an opportunity to learn alongside their peers under the same teaching and learning conditions’. It is required that appropriate individualized education being rendered to those students with special needs, including but not limited to physical, mental, behavioral aspects.

A report submitted by Brunei to UNESCO in 2014 revealed a significant gender bias in the teaching profession. While there were more women school leaders and teachers in early childhood, primary, and secondary education, fewer women occupied teaching roles at higher levels, such as Technical and Vocational Education (TVE). As shown in an OECD brief about the imbalanced gender ratio in education, it is not uncommon that female teachers are under-represented at tertiary level among OECD countries. The skewed gender ratios in different level of education indicates not only the persisting gender stereotypes that women are caregivers of children, but also the difference in accessibility of professional education for men and women. Addressing this disparity is crucial for promoting gender equality in education. Regardless of educational levels, teaching professionals overall earn lower wages than other professionals in Brunei, as one article of International Labour Organization revealed this worldwide phenomenon. (ILO, 2023) In one salary guide published by Brunei government in 2023, in the similar level of career, teacher wages are comparable only with hospitality, culinary, retail and cleaning services. Despite teaching career has much room for progression, it nevertheless is eclipsed by civil works, fiance and logistics.

Conclusion

Brunei’s journey towards educational excellence is commendable, with significant achievements in literacy, enrolment rates, and curriculum reforms. However, challenges persist, ranging from gender bias in the teaching profession to skill-education mismatches, low tertiary enrolment, and teacher shortages. The implementation of inclusive education in Brunei is also a barrier to achieve equality.

To navigate these challenges successfully, Brunei must continue its commitment to the goals outlined in Brunei Vision 2035 and SPN21. By investing in relevant education, fostering creativity and entrepreneurship, and addressing teacher shortages, the nation can bridge the gap between its youth’s expectations and the employment opportunities available. With strategic planning, policy reforms, and dedication to quality education, Brunei can ensure that its citizens are not only well-educated but also equipped with the skills and knowledge needed to thrive in the rapidly changing global landscape. The future of Brunei’s education system holds the promise of even greater accomplishments, aligning with the nation’s vision for 2035 and beyond.

References
  • Hiew, Wendy & Tibok, Rose Patsy. (2019). Higher Education Institutions and Systems, Brunei Darussalam. 10.1007/978-94-017-9553-1_584-1.
  • International Labour Organization (ILO). (2023, October 5). Quality education for all? We need (more) teachers! [https://ilostat.ilo.org/quality-education-for-all-we-need-more-teachers/]
  • Manpower Planning & Employment Council (MPEC). (2023). SALARY GUIDELINE. [https://www.mpec.gov.bn/Lists/EmployeePoliciesAndGuidelines/Attachments/8/Salary%20Guideline%20-%202023%20Edition.pdf]
  • Metussin, H. (2017). Gender gap in academic achievement in Brunei tertiary education: Qualitative perspective. European Journal of Social Sciences, 9(2), 28–41.
  • Neue. (2018). I-Ready: Is It Ready? [https://whatsneue.online/2018/09/19/i-ready-is-it-ready/]
  • OECD. (2022). Why is the gender ratio of teachers imbalanced? [https://www.oecd.org/publications/why-is-the-gender-ratio-of-teachers-imbalanced-8fea2729-en.htm]
  • Rizzo, G. (2015). Unemployment Issues among University Graduates in Brunei Darussalam. CSPS Working Paper.
  • The Global Economy. (n.d.). Tertiary school enrollment. [https://www.theglobaleconomy.com/rankings/Tertiary_school_enrollment/]
  • The Scoop. (2020, March 11). Govt probes alleged exploitation of i-Ready trainees. [https://thescoop.co/2020/03/11/govt-probes-alleged-exploitation-of-i-ready-trainees/]
  • World Bank. (2022). Brunei unemployment rate. [https://www.ceicdata.com/en/indicator/brunei/unemployment-rate]

Cover Image by Amri HMS via Flickr

Educational Challenges in Croatia

Written by Riccardo Armeni

Croatia is a Southeastern-European country that is part of the Balkan region. It declared its independence from the war-torn and now-dissolved SFRY (Socialist Federal Republic of Yugoslavia) in 1991, beginning decades of rebirth. The Republic of Croatia borders Slovenia, Hungary, Serbia, Bosnia and Herzegovina, and Montenegro, whereas the Adriatic Sea covers its whole western side. From an etymological perspective, the country derives its name from an ancient version of Slavic and roughly translates to ‘guardian’ or “one who guards” (Matasović, 2019). As previously mentioned, after the dissolution of Yugoslavia and the formation of several sovereign states, Croatia has begun a period of renaissance that is still going on to this day, primarily focused on promoting tourism, with the industrial and agricultural sectors largely contributing to the national economy.

This economic resurgence, however, does not go hand-in-hand with other aspects of societal development. Although the sparkling docks of Dubrovnik, known as “Venice-on-the-sea”, or the festive and colourful islands of Hvar and Pag may fascinate people, they may also blind them from the evident challenges that Croatia hides in its educational system. Unsuccessful policy developments, the worrying state-of-affairs of some regions and the inevitable effects of Covid-19 concocted a lethal cocktail that left the institutional context for education in subpar conditions.

Photo by CDC on Unsplash.

REFORMS AND POLICY DEVELOPMENTS

Croatia has developed an initiative called the National Plan for the Development of Education and Training that has been implemented in the past years and it is supposed to last until 2027. It is a comprehensive approach to the challenge-riddled education system present in the country, where 10 goals have been set and actions have been taken in order to satisfy said goals (European Commission, 2023). The majority of these revolve around all-access to early levels of education like preschool and primary ones, with improvements in efficiency, effectiveness and overall process quality. Others are concerned with themes of inclusivity and fairness, with the aim of fostering comprehensive environments as a way to ameliorate the current state of inequalities.

Special children are also taken into consideration, both ones with disabilities and those with special talents, where the government has promised to create a platform that tailors the support to their needs and their talents. Lastly, the final goals target Croatian students that live abroad, with the intention of aligning their professional opportunities with the national curriculum, as well as the implementation of ICTs throughout the entire educational hierarchy in order to advance the current level of digital literacy and augment the quality of the processes by utilizing technology. The general idea is that resource allocation, strategic planning and most importantly collaboration among stakeholders are the fundamental pillars on which this national plan is based on: as a consequence, implementation remains the real issue (European Commission, 2023).

THE REGION OF SLAVONIA

Slavonia is a historical region that extends towards the north-eastern part of the country; once a prosperous and fertile region, it was devasted during the war and has struggled to recover since then. Regrettably, Croatia’s public administration has shown negligence towards the region in terms of economic support: out of the all FDI (foreign direct investment) allocated for the whole Republic of Croatia within the past decade, only a meagre 2% was spent for Slavonia (Brajkovic & Ambasz, 2023). The most concerning aspect of this failed improvement is the disastrous conditions in which the education system was left. What’s even more alarming is the combination of inexistent skillsets and low levels of education displayed by the individuals present in the local workforce; this negative overview is amplified by a number of dispositional factors, such as the elevated emigration of youngsters and skilled workers registered in the region (Brajkovic & Ambasz, 2023).

As previously outlined, the area’s fertility is the primary source of income for the region, with the agri-food industry accounting for almost one third of the overall output for Slavonia; however, only 10% of farmers has received any type of formal training, which is three times lower as compared to the European Union average (Brajkovic & Ambasz, 2023). On the other side of the spectrum, more and more people are dropping out of their tertiary education studies, and consequently even less are getting enrolled at all (Brajkovic & Ambasz, 2023). The prime cause of this trend is that the institutions in the tertiary sector are not aligned with the needs of the workforce at the regional level: this is indicative of a mismatch regarding what is needed by potential students and what is offered from the educational context.

COVID-19

The pandemic generated by the Coronavirus has also been another factor that drastically impacted the progress of education in Croatia. A survey conducted within the first part of 2021 showed how more than half of the students that graduated secondary school within the past three years has said that the pandemic negatively influenced their mental health, including a lower interest in sports and hobbies (Europa, 2021). The most affected dimensions for learners were knowledge, skills attainment, comprehension and motivation. Other negative consequences of the pandemic can be found from the institutional side of education. It has become increasingly difficult for educators to keep students engaged during classes, especially with online learning that formally killed the knowledge spillover that stems whenever individuals are sharing the same space, such as a classroom, throughout the learning process (Europa, 2021).

Covid-19 didn’t only affect the psychological dimensions, but also physical ones, becoming tangible. As an instance, the majority of students said that wearing a mask significantly impacted on their learning experience (Europa, 2021). Moreover, those who barely managed to escape the pandemic’s heavy influence by graduating high school in the summer of 2020 (and therefore received remote learning for little over 2 months), still reported issues with transitioning out of secondary school; whether it was to venture in the labour market or to continue with higher studies, an average of 40% out of the graduating individuals claimed they were not properly prepared for the future (Europa, 2021). Ultimately, there is a huge need of platforms or special programs that accompany teenager learners in their psychological and social needs.

Photo by Compare Fibre on Unsplash.

CONCLUSION AND RECOMMENDATIONS

To conclude, Croatia has been making strides in their efforts regarding improving education, although it is clear that the country is still a long way from achieving a comprehensive network of quality education and overall processes. The National Plan for the Development of Education and Training that was set in motion in recent years is bringing about good adjustments, but collaboration is required from all involved parties in order to smoothen the implementation of said program.

The first step towards obtaining this outcome would be a holistic approach, where the various relevant institutions are coordinated in the implementation of initiatives and programs, with a continuous monitoring in order to identify and correct mistakes. Furthermore, there should be more emphasis placed on the attainment of micro-qualifications, with the support of financing programmes sponsored by state institutions – and a special focus on digital as well as green skills (European Commission, 2023).

Secondly, a bigger interest for the region of Slavonia: the establishment of a regional committee in charge of keeping stakeholders connected and facilitating the coordination of activities at all administrative levels is advised. That area is ripe with possibilities, and with just a little effort from the involved institutions it can aim to become a primary weapon for the economy of Croatia, along with a resurgence of education levels as well as enrolment and graduation targets in the region.

Lastly, the development of platforms that promote social well-being, with a major emphasis on psychological implications that resulted from COVID-19, could be helpful. In addition, remote learning needs some refinement, with increased participation from all the involved stakeholders and support for prolonged use of content, as well as the proposition of new possibilities for blended learning (Europa, 2021).

BIBLIOGRAPHY

BalkanInsight. (2017). Croatia Teachers Protest Over Stalled Education Reforms. Retrieved from: https://balkaninsight.com/2017/06/01/pupils-need-to-develop-skills-croatia-professors-claim-05-31-2017/

rajkovic, L., & Ambasz, D. (2023). Analyzing education outcomes and skills mismatch in Croatia’s lagging Slavonia region. Retrieved from: https://blogs.worldbank.org/europeandcentralasia/analyzing-education-outcomes-and-skills-mismatch-croatias-lagging-slavonia

Eurydice. (2023). Ongoing reforms and policy developments. Retrieved from: https://eurydice.eacea.ec.europa.eu/national-education-systems/croatia/ongoing-reforms-and-policy-developments

Matasović, R. (2019). Ime Hrvata. Croatian Philological Society. Retrieved from: https://hrcak.srce.hr/file/332786

ReferNet Croatia; Cedefop (2021). Croatia: survey confrims impact of COVID-19 pandemic on education. National news on VET. Retrieved from: https://www.cedefop.europa.eu/en/news/croatia-survey-confirms-impact-covid-19-pandemic-education

Educational challenges in Panama

Written by Francisca Rosales

Panama is a country in Central America with a population of approximately 4.2 million people in 2020 (Puertas et al. 2023). Panama has a Human Development Index of 0.815 due to widespread socioeconomic inequality, especially among the country’s indigenous population (ibid.).

The Panamanian education system is divided into different stages: preschool; primary school; pre-secondary school and secondary school. Education is free until middle school (The Oxford Business Group 2023). Despite recent progress in children’s access to education, Panama’s educational system is still facing grave challenges, especially as the quality of the country’s education continues to lag (The Oxford Business Group 2023; UNICEF 2021). There are still great disparities in dropout rates between rural and urban areas, and the number and professional qualification of teachers remains unsatisfactory (The Oxford Business Group 2023). The state budget for education continues to be disappointing (Herrera et al. 2018). In 2020, the Panamanian government only invested 3.9 percent of its GDP in education (Trading Economics 2023). Currently 17.2% of children aged between 15 and 24 are not enrolled in education or employment, entailing that many adolescents lack access to education and to the necessary skills to find an employment (Unicef 2020).

This report highlights educational challenges that Panama is facing at the moment; namely, the lack of quality education and infrastructure, and inequalities in access to education that affect especially rural and indigenous communities. The report concludes with recommendations to improve the Panamanian educational system.

Elementary school in Boquete, Panama. Photo by Fran Hogan on Wikimedia Commons.

Quality of Education & Infrastructure

The quality of education in Panama continues to fall behind (UNESCO 2020). There are not sufficient services at schools to ensure quality education for students, especially in rural and indigenous communities (UNICEF 2021). To illustrate, approximately 30 percent of children do not have access to preschool education (UNICEF 2021). Also, educational infrastructure is deteriorating due to poor maintenance (Herrera et al. 2018). The lack of capacity to accommodate students has led to the introduction of the two-shift school day to optimize school infrastructure (The Oxford Business Group 2023). This strategy entails that one shift of students attends school during the morning, while another shift attends school in the afternoon. However, this has hampered the development of students’ basic skills. The physical infrastructure of schools in rural areas is lower than in urban schools (Unesco 2020). Rural schools face major infrastructure challenges: there is a lack of infrastructure to accommodate the local demand for school; this results in children dropping out of school or forces children to walk for long distances to access their schools. Also, compared to schools in urban centers, schools in rural areas often lack the necessary learning materials, such as textbooks and notebooks (Unesco 2020).

Moreover, the educational style remains old-fashioned, as the curriculum is still based on memorizing concepts rather than developing key competencies and developing skills important for students’ future employability (UNICEF 2021). The lack of enforcement of a bilingual curriculum and, therefore, the lack of proficiency in English has negatively affected students’ preparedness for the labor market, especially in the sector of tourism. As a response, the government implemented a Bilingual Program in 2015, to improve basic and secondary teachers’ proficiency in English (The Oxford Business Group 2023). Furthermore,  schools lack a clear approach to teaching in schools in indigenous communities, which compromises the quality of education for students with an indigenous background. In fact, many teachers teaching in schools in indigenous communities follow non-inclusive educational practices (Unesco 2020). For example, non-indigenous teachers often do not allow students to speak in indigenous languages among themselves, creating tensions in the classroom environment and the current bilingual curriculum fails to include indigenous languages (Unesco 2020). 

Inequalities in Access to Education

According to UNICEF, 3 out of 10 children are affected by multidimensional poverty in Panama (UNICEF 2022). Children living in poverty and children with an indigenous background lack access to quality services (UNICEF 2022). Although preschool education is compulsory, approximately 40 percent of children aged between 4 to 5 years do not attend preschool (UNICEF 2020). Ensuring children’s access to preschool education is essential since the level of oral language kindergarten can have a great impact on a child’s learning outcomes through primary school in reading and writing, as well as mathematics (Puertas et al. 2023). The educational system also does not reach all adolescents to the same extent: only 7 in 10 children aged between 12 and 14 years were enrolled in pre-secondary school before Covid-19, while only 5 in 10 adolescents between 15 and 17 years were enrolled in high school (UNICEF 2020). Consequently, only 35 percent of students reached the minimum proficiency levels for literacy according to the Sustainable Development Goals (UNICEF 2020). Also, 19 percent of boys and 16 percent of girls in pre-secondary schools are overaged; this fact points that unsatisfactory learning leads to school dropout, curtailing the possibility for young adults to acquire the necessary skills for future employability (UNICEF 2020). 

Inequalities greatly affect children with indigenous backgrounds, as indigenous children display lower achievement in literacy and numeracy rates. The indigenous population in Panama mostly lives in rural areas, where the supply of schools is substantially lower, compared to urban areas (Unesco 2020). To illustrate, adolescent girls from indigenous communities are more likely to be excluded from access to education and to complete secondary education and 1 in 10 children from rural areas are more likely to not be enrolled in school (UNICEF 2021; Unesco 2020).  The literacy rate for women from indigenous backgrounds between 15 and 24 years of age is 84 percent, which is lower than the national average (97 percent) (Unesco 2020). Also, schools in indigenous communities have poorer infrastructure and lower school attainment. Violence, including abandonment, or neglect, currently affects 44.5 percent of children, and indigenous girls show higher vulnerability to violence (UNICEF 2020). Children with disabilities also face exclusion in access to education as 1 in 4 children with disabilities does not attend school (UNICEF 2021).

Students’ reading performance greatly decreased after Covid especially due to inequality (Puertas et al. 2023). At the end of 2020, only 51 percent of children in primary schools and 42 percent of high school students could read proficiently (Puerta et al. 2023). A large portion of the population does not have access to internet from home or electricity. In fact, only 40 percent of households with children in public schools have internet access (Puertas et al. 2023). During the Covid lockdow, children from higher-income households could use online platforms, such as Microsoft Teams, to engage with their teachers; however, students in lower-income households often only had WhatsApp as a means of communication with their teachers. Consequently, thousands of students were at risk of dropping out of school during this period (UNICEF 2022).

Photo by Katie Chen on Unsplash.

Conclusion and Recommendations

This report highlights that the major educational challenges in Panama lie in the lack of appropriate infrastructure to ensure that students have access to quality education and social inequality that hinders students from achieving satisfactory educational outcomes. Education is an essential mechanism for development. Thus, the government of Panama must commit to expanding the current budget for education to improve schools’ physical infrastructure and quality to ensure that its population can access the necessary skills and increase its capabilities. Also, it is essential to continue investing in teachers’ capacity building to improve the quality of teaching and develop a curriculum that enables students to develop essential skills for the job market.

The government should also prioritize children from indigenous communities to close the current gap in unequal access to education. The government should invest more in schools in indigenous communities to improve learning outcomes in reading and mathematics among primary school and high school students. This is only possible through the implementation of inclusive policies that take into consideration students’ educational needs and recognize the disproportional exclusion of children with indigenous background from accessing quality education. Ensuring that students with an indigenous background have access to quality education is essential to prevent students from dropping out of school and from being further marginalized from society. 

References

Cubilla-Bonnetier, D., Grajales-Barrios, M., Ortega-Espinosa, A., Puertas, L. and De León Sautú, N. (2023). “Unequal literacy development and access to online education in public versus private Panamanian schools during COVID-19 pandemic”. In Frontiers in Education (Vol. 8, p. 989872). Frontiers.

Herrera M, L.C., Torres-Lista, V. and Montenegro, M. (2018). Analysis of the State Budget for Education of the Republic of Panama from 1990 to 2017. International Education Studies, 11(7), pp.71-82.

Oxford Business Group. (2023). “Panama makes progress towards sustainable education growth”. https://oxfordbusinessgroup.com/reports/panama/2015-report/economy/learning-curve-progress-is-being-made-towards-sustainable-growth-via-a-rising-budget-and-a-push-to-raise-post-secondary-offerings#:~:text=The%20Panamanian%20education%20system%20is,five%2Dyear%2Dold%20children 

Trading Economics. (2023). “Panama – Public Spending on Education”. https://tradingeconomics.com/panama/public-spending-on-education-total-percent-of-gdp-wb-data.html#:~:text=Government%20expenditure%20on%20education%2C%20total,compiled%20from%20officially%20recognized%20sources 

Unesco. (2020). “Rurality and education in Panama”. https://unesdoc.unesco.org/ark:/48223/pf0000374672 

UNICEF. (2021). “All children learn in Palama”. https://www.unicef.org/lac/en/all-children-learn-panama 

UNICEF. (2022). “Country annual report 2022: Panama”. https://www.unicef.org/media/136316/file/Panama-2022-COAR.pdf 

UNICEF. (2020). “Country Programme document”. https://www.unicef.org/executiveboard/media/3176/file/2021-PL9-Panama_CPD-EN-ODS.pdf

CSOs meet with the European Parliament’s 2023 Sakharov Prize Laureate and Finalists.

Discussion laureates’ ‘’Jina Mahsa Amini and the Woman, Life Freedom Movement in Iran’’ representatives and MEP Abir Al-Sahlani, led by Ringaile Razauskiene

The EP Sakharov Prize for Freedom of Thought, initiated in 1988 to commend individuals or groups championing human rights and fundamental freedoms, was awarded to the late Iranian protest figure Jina Mahsa Amini and the Woman, Life, Freedom movement.

Jina Mahsa Amini, who tragically passed away at 22 while detained by Iran’s religious police, was honoured alongside the movement she inspired. The finalists included Vilma Núñez de Escorcia and Bishop Rolando José Álvarez Lagos from Nicaragua, as well as advocates for abortion rights: Ms Justyna Wydrzyńska from Poland, Ms Morena Herrera from El Salvador, and Dr Colleen McNicholas from the US.

The prize ceremony occurred on Monday, the 11th, followed by a robust discussion session and panel at the European Parliament on Tuesday, the 12th. Representatives from 21 civil society organisations, including Broken Chalk, participated in the event alongside MEP Abir Al-Sahlani.

Civil society organisations meet with the European Parliament’s 2023 Sakharov Prize laureate and finalists

The discussion session and panel aimed to provide a platform for the Sakharov Prize finalists to highlight their challenges and explore potential collaborations with civil society organisations. It also facilitated increased cooperation within these organisations.

Among the finalists, 84-year-old human rights defender Vilma Núñez de Escorcia, co-founder of the Nicaraguan Centre for Human Rights, and Bishop Rolando José Álvarez Lagos, facing persecution for his outspoken stance on Nicaragua’s crisis, were represented in the panel. Additionally, abortion rights activist Ms Justyna Wydrzyńska, feminist Ms Morena Herrera, and obstetrician-gynaecologist Dr Colleen McNicholas shared their unwavering commitment to reproductive rights.

A panel titled “Discussion with Human Rights Activists” featured Lorent Saleh, a Venezuelan human rights activist; Louise Xin, a Paris-based fashion designer; and Pegah Moshir Pour, an advocate for human and digital rights with roots in Iran and Italy. The event shed light on these activists’ diverse and impactful work in human rights.

The 2023 Sakharov Prize finalists were :

Vilma Nuñez de Escorcia is an 84-year-old human rights defender and co-founder of the Nicaraguan Centre for Human Rights (CENIDH). A former Nicaraguan Supreme Court Magistrate, she has tirelessly fought for human rights in Nicaragua for decades. Ms Sara Henríquez represented her during the panel.

Discussion with 2023 Sakharov Prize finalists led by Olivia Serra Calvo
Finalist – Vilma Nuñez de Escorcia represented by Sara Henríquez
Finalist – Monseñor Rolando Álvarez represented by Padre Uriel Vallejos
Finalist – Dr. Colleen McNicholas

Monsignor Rolando José Álvarez Lagos, Bishop of the Diocese of Matagalpa, has since 2018, been the victim of persecution for his sermons, in which he has reflected on the country’s crisis, state repression and the victims of human rights violations. Father Uriel Vallejos represented him.

Ms Justyna Wydrzyńska is an abortion rights activist and women’s rights defender renowned for her work supporting individuals who seek to have an abortion.

Ms. Morena Herrera is a feminist and social activist dedicated to advocating for safe and legal abortion access in her country. She is the founder of the country’s first feminist organisation and serves as the president of the Citizen’s Group for the Decriminalization of Abortion.

Dr Colleen McNicholas is a distinguished obstetrician gynaecologist known for her unwavering commitment to high-quality patient care and impactful advocacy in reproductive health.

Panelists:

Discussion with the human rights activists session led by Giulia Busolin
Lorent Saleh
Louise Xin
Pegah Moshir Pour

Lorent Saleh is a Venezuelan human rights activist who has defended human rights since 2007, often facing repeated detentions by Venezuelan authorities.

Louise Xin was Born in China, raised in Sweden, and based in Paris. She is a self-taught, multi-award-winning fashion designer, creative director and the founder of  Scandinavia’s first rental-only, non-sale couture brand.

Pegah Moshir Pour is a consultant and activist for human and digital rights. Born in Iran and raised in Italy, Moshir Pour was at the forefront of social media diffusion after Mahsa Jina Amini’s death.

Unveiling educational Challenges in Honduras: From History to Pandemic

Written by: Laura Dieterle

The Republic of Honduras, situated in Central America with a population of approximately 9.7 million, operates as a constitutional democracy with a presidential governmental system, facing multifaceted challenges in its educational landscape [1].

Rooted in its colonial history, Honduras grapples with enduring political and systemic issues that significantly impact its education system. Scholars, including Edwards et al. [2], highlight the consequences of postcolonial structures, identifying the privatisation of education as a persistent challenge. This privatisation contributes to disparities in access to education, posing obstacles to achieving equal educational opportunities for all.

Moreover, Honduras remains deeply entrenched in a patriarchal societal framework, perpetuating traditional gender roles. This societal structure manifests in expectations that predominantly confine women to caregiving roles. This entrenched gender bias influences access to education, as women and girls often face discouragement from pursuing higher education or continuing their schooling beyond the basic levels [3].

The aftermath of the COVID-19 pandemic has exacerbated existing educational challenges, bringing to the forefront a range of issues on the country’s social agenda. Notable concerns include heightened school dropout rates across all educational levels, ineffective management within the educational system, insufficient investment in education, and pervasive educational inequalities [4].

Addressing these challenges necessitates a comprehensive and collaborative approach, involving governmental bodies, NGOs, and international partners to develop sustainable solutions. By tackling the historical legacies and systemic issues, Honduras can work towards fostering a more inclusive and equitable education system for its diverse population.

Challenges:

Privatisation and Globalisation

In Honduras, education privatisation faces multifaceted challenges deeply rooted in historical and structural factors. The initial formation of the Honduran State in the late 1890s was marked by significant foreign influence, particularly from the United States. Transnational companies, mainly involved in industries such as bananas and coffee, played a pivotal role in shaping the state apparatus, hindering the emergence of a strong local elite, and contributing to a dependence on foreign aid and markets, which directly influenced the way an educational system emerged [2].

This historical influence has resulted in an economy where foreign capital is utilized to benefit the political party in power, creating a system where privileges are distributed based on party loyalty. The privatisation of education in Honduras has led to an unequal distribution of educational resources, with teaching positions, school buildings, and other benefits being subject to political biases. The political class, rather than strengthening the institutional capacity of the State for public welfare, operates in alignment with the logic of personal and private benefit [2].

The concept of “State failure” in Honduras becomes complex, reflecting the State’s historical lack of capacity to function independently and financial constraints. This challenges the fulfilment of the State’s primary function of public welfare. The combination of historical factors, foreign influence, and political biases has shaped the State’s role in perpetuating a system where clientelism and dependence on foreign actors are taken for granted [2].

Recognising the historical foundations is essential for understanding the challenges posed by education privatisation in Honduras. It reveals deeper historical and structural issues influencing the education system, offering insights into potential avenues for policy change.

In this context, globalisation and capitalist dynamics play a significant role, contributing to the country’s dependence on foreign aid and markets. According to Edwards et al., the challenges in achieving an autonomous and equitable education system stem from the continued influence of historical factors, necessitating a comprehensive approach that addresses root causes rather than merely addressing surface-level issues [2].

While the political landscape in Honduras reflects a system where clientelism and political biases prevail, understanding the interplay of historical legacies, foreign influence, and political dynamics opens pathways for potential policy changes that can lead to a more equitable and autonomous education system in the future.

Patriarchal Structure and its Influence on Education

A huge issue within rural Honduras is the high occurrence of child marriages, which is rooted in visible gender inequality. This is deeply rooted in the patriarchal societal framework in which Honduras can be placed and has a great influence on adolescents [3].

In addressing the challenges faced by adolescents in rural Honduras, the importance of equipping them with life skills, particularly critical thinking, is underscored. Critical thinking is seen as essential for making informed decisions and taking actions based on a deep understanding and analysis of their surroundings. The complex task of promoting social norms reflecting gender equality and combating child marriage within an educational context can be named an educational challenge [5].

An empirical example is the HEY! Intervention, illustrating how critical thinking can be incorporated into the curriculum to tackle gender inequality and prevent child marriage. The study advocates for pedagogies that foster social analysis, change power relations, and challenge oppression, emphasising the role of critical and feminist pedagogies [5].

The implementation of a curriculum aligned with critical thinking principles involves examining assumptions and imagining alternative ways of thinking and acting. Creating a classroom community where boys and girls engage in dialogue and act as critical mirrors is pivotal to inducing cognitive dissonance and making sense of inconsistencies in beliefs, particularly those related to gender inequality.

While the study yields positive initial results, particularly in encouraging boys to challenge gender inequality and providing girls with opportunities to reimagine their roles, a rigorous impact assessment on child marriage and teen pregnancy is pending. The hope is that documenting the processes and impact of HEY! will inform the design of similar programs fostering critical thinking as a life skill for youth in diverse contexts [5]. However, the continuous existence of child marriage, as well as the general gender inequalities are a huge issue regarding education for all, since it excludes young women and girls from receiving an education.

Covid-19 and its Aftermath

The COVID-19 pandemic has intensified longstanding challenges in Honduras, a country grappling with high poverty rates and existing educational crises. Mandated lockdowns in March 2020 resulted in a surge in unemployment, and health crises, and exacerbated ongoing educational issues. Even before the pandemic, Honduras faced educational shortcomings, including poor quality, teacher strikes, and inadequate resources [6]. Illiteracy rates had reached 13% by February 2020.

The public education system, already struggling, ceased to function during lockdowns, leaving enrolled children without formal education for months. Many turned to child labor, while others became vulnerable “street children” exposed to violence and exploitation. The private education system also faced obstacles, with students unable to afford technology or internet services [6].

Children’s rights, protected by Honduran law, including the right to education, family, and dignity, are increasingly at risk. The pandemic has laid bare the deep-seated issues, exposing millions of children to the perils of illiteracy, abuse, neglect, and child labour, suggesting a precarious future for their well-being in Honduras.

Conclusion

The challenges facing education privatisation in Honduras are deeply embedded in historical and structural factors. The historical influence of foreign entities, particularly from the United States, has shaped the state apparatus, fostering dependence on foreign aid and markets. This has led to an unequal distribution of educational resources, with political biases determining privileges. The concept of “State failure” is complex, reflecting historical limitations and financial constraints. Understanding these historical foundations is crucial for addressing education privatisation challenges and advocating for comprehensive policy changes.

Gender inequality, evident in high rates of child marriages in rural Honduras, is rooted in the patriarchal societal framework. Equipping adolescents with life skills, especially critical thinking, becomes essential. The HEY! intervention exemplifies integrating critical thinking into the curriculum to combat gender inequality and child marriage. The study advocates for pedagogies that challenge oppression, emphasising critical and feminist approaches. The classroom becomes a space for dialogue, inducing cognitive dissonance and reshaping beliefs, particularly related to gender inequality. Positive initial results indicate the potential for similar programs to foster critical thinking as a life skill for youth.

The COVID-19 pandemic exacerbated existing challenges in Honduras, intensifying unemployment, health crises, and educational issues. Lockdowns left enrolled children without formal education, pushing many into child labour or vulnerable “street children” situations. The private education system faced hurdles due to technology and internet access issues. The pandemic exposed deep-seated problems, jeopardizing children’s rights to education, family, and dignity. Illiteracy, abuse, and child labour became heightened risks, suggesting a precarious future for children’s well-being in Honduras.

In conclusion, the multifaceted challenges in Honduras demand holistic approaches that address historical legacies, gender inequalities, and the devastating impact of the pandemic. A comprehensive strategy, encompassing policy changes, pedagogical shifts, and community engagement, is essential for fostering an equitable and autonomous education system that ensures the well-being of the country’s youth.

References:
  • [2] Edwards, D. B., Moschetti, M. C., & Caravaca, A. (2023). Globalization, privatization, and the state : contemporary education reform in post-colonial contexts. https://www.routledge.com/Globalization-Privatization-and-the-State-Contemporary-Education-Reform/Jr-Moschetti-Caravaca/p/book/9780367460822
  • [6] Evans, W. (2021). Public Education in Honduras: How the COVID-19 Pandemic Exacerbated an On-going Educational Crisis  – Trauma Psychology News. Trauma Psychology. https://traumapsychnews.com/2020/11/public-education-in-honduras-how-the-covid-19-pandemic-exacerbated-an-on-going-educational-crisis/
  • [3] NGO Our Little Roses. (2021). Inequality Impacts Girls in Honduras’ Education – Our Little Roses. https://www.ourlittleroses.org/blog/how-inequality-impacts-girls-in-honduras-education-system/
  • [4] Portillo Mejía, T. M. (2022). Honduras: Educational Progress Report. https://www.thedialogue.org/analysis/honduras-educational-progress-report/
  • [5] Sorbring, E., Alampay, L. P., Russell, L., & Smahel, D. (2022). Young People and Learning Processes in School and Everyday Life Volume 5 Series Editors. 5, 215–240. http://www.springer.com/series/15702
  • Student An Der Escuela De Saraguro Honduras · Kostenloses Stock-Foto. (n.d.). Retrieved November 20, 2023, from https://www.pexels.com/de-de/foto/student-an-der-escuela-de-saraguro-honduras-19064143/
  • [1] Worldbank. (2022). Honduras Overview: Development news, research, data | World Bank. Worldbank. https://www.worldbank.org/en/country/honduras/overview

Feature Image by Gabriel Manjarres via Pexels

World Children’s Day 2023

In A Theory of Justice, John Rawls contends that political institutions should prioritise the rights of the most vulnerable in society. World Children’s Day, first established in 1954, affirms that priority. It affirms children’s rights to engage in discourses which influence their communities. It allows parents, teachers, community leaders, and young adults to consider what they can do to improve the lives of young(er) people around them. In this way, World Children’s Day is an excellent moment for reflecting upon the state of children worldwide–and for taking action to change it. In this press release, Broken Chalk reports on human rights abuses against children in the Democratic Republic of Congo, Ukraine, and the Occupied Palestinian Territories. 

The Democratic Republic of Congo

As of June 2023, 2,420 children had been killed, maimed, abducted and sexually violated in The Democratic Republic of Congo (DRC) (Save The Children, 2023). These atrocities emerged from the ongoing political conflict between M23, the government, and paramilitary groups. The collapse of government infrastructure makes Congo’s population–which has a median age of 16–extremely vulnerable to abduction, induction into military groups, sexual violence, and death. The prevalence of ‘street children’, as locals call them, throughout Congo captures a central dimension of human rights violations against children in Congo.

Street Children

Rape and sexual violence are standard methods of warfare employed by Congolese paramilitary groups. The victims often face immense shame from their communities (Humanium, 2020). In many cases, these rapes result in unwanted pregnancies. To distance themselves from these traumatic events–and social shame– women will often abandon their children. As a result, these abandoned children are forced to live on the streets/forests with other orphans (Humanium, 2020). Once in these groups, they are confronted with a new social hierarchy: competition with older (sexually exploitative/exploited) children, gangs, and insurgent groups. In addition to these grave circumstances, they are often used for cheap child labour (Humanium, 2020). Children are ‘saved’ from the chaos of the streets by armed groups, where they are trained as soldiers. In turn, the children are taught to reproduce the cycle of violence and exploitation which constrained them. 

Child Soldiers

According to Relief Web (2023), “The DRC had the highest number of child abductions globally”, sometimes as young as five years old. In 2023, 730 children were kidnapped from their homes (Save The Children, 2023). Furthermore, 1,600 children have been recruited by armed groups (France24, 2023). Child soldiers are subject to a tragic nexus of sexual and physical abuse. The infamous practice of holding children as “fetish keepers” is particularly appalling. Confident children are recruited because they believe they possess magic powers (Humanium, 2020). The recruits undergo a ceremonial abdominal cut. Those who survive this trial are put on the front lines of combat due to their apparent powers (Save The Children, 2023). 

A report by the International Peace Support Training Center (IPSTC) found that over 90% of child soldiers had witnessed extreme violence and murder (IPSTC, 2013, p.8). Furthermore, approximately ⅓ of child soldiers have experienced sexual abuse, while almost 80% have been maimed (IPSTC, 2013, p.8). In the wake of these facts, the government has committed to preventing child recruitment into military forces  (United Nations, 2017). For example, in 2013, 30,000 child soldiers were freed from the armed forces (ICC, 2013, p.2). Nevertheless, re-recruitment into these forces remains a serious issue. 

Education

The DRC has committed to securing free primary education for its citizens, allowing over 4.5 million children to attend school (U.S. Agency for International Development, n.d.). So far, it has produced a literacy rate of 80 % (89.5% males and 70.8% females) (Central Intelligence Agency, 2023). In 2015, the IRC, Global TIES for Children, and the DRC government jointly pursued four goals: (1) teacher training, (2) community mobilisation, (3) vocational training, and (4) professional development (rescue, 2015). By 2016, students’ reading, geometry, and numeracy scores had increased (New York University & International Rescue Committee, 2015). However, poverty and warfare continue to strain the DRC’s education system. 

The DRC’s commitment to free primary education eventually collapsed because of insufficient funding. The program depended on parents’ income, which could not support teachers’ salaries (usaid.gov). In turn, military conflict has forced millions of children to flee their homes–and schools.

Ukraine

On February 24th 2022, Russia started its invasion of Ukraine. Since then, over 3,000 schools have been destroyed, 7 million children have been displaced, 9,701 civilians have been killed, and 17,748 have been injured (United Nations, 2023). Russia’s relentless airstrikes and on-ground military operations constitute numerous human rights violations. According to a report published by the Independent International Commission of Inquiry in Ukraine, these violations include “unlawful attacks with explosive weapons…torture, sexual and gender-based violence, and transfers and deportations of children” (IICIU, 2023). Children in Ukraine face a unique set of human rights violations of the Convention on The Rights of The Child (CRC).

Education

The Ukrainian constitution affirms that “everyone has the right to education” (Human et al., 2023, p.58). Ukraine further recognises education as a human right, providing that “…international humanitarian law envisages [that]:… the right of children to receive an education shall be guaranteed” (Human et al., 2023, p.58). However, Russian forces have eroded (at best) and wholly decimated (at worst) Ukraine’s educational infrastructure. 

There are reports of Russian military forces using schools as military infrastructure.  In “Tanks on The Playground”, Human Rights Watch found that the Russian troops had commandeered a school in Izium. Eventually, a fire-fight between the Russian and Ukrainian military caused a fire which burned it down. There have also been reports of Russian forces stealing supplies from and hanging swastika insignias within schools. Online education has also been attempted–even though Russian attacks on power generators have severely restricted internet access. Nevertheless, the Ukrainian Ministry of Education reports that +95% of students were enrolled in schools (Human et al., 2023b).

Trafficking 

The mass displacement of Ukrainian children has also increased the prevalence of human trafficking. Traffickers take advantage of and foment chaos at the borders, where children become separated from family members and are ultimately abducted (Siegfried, 2022). Traffickers include private and public bodies. The Yale School of Public Health found that Russian forces were abducting children and sending them to re-education camps (Viswanathan, 2023). Putin claims these transfers were conducted legally and saved their lives (Dickinson, 2023). Ukrainian officials have identified close to 20,000 victims, spread across Russia’s 40 camps, located from Crimea to Siberia. 

Palestine – Education amidst suffering, fear and occupation

 The recent events unfolding in Palestine have brought everything to a halt. Since the beginning of the occupation, Palestinian citizens have experienced numerous forms of suffering at the hands of Israeli authorities. Nevertheless, the current conflict has not only aggravated the fear and pain of Palestinian men and women but also prevented the proper development of future Palestinian generations.

  Education represents a significant element of Palestinian society. According to UNICEF, 95.4% of Palestinian children have been enrolled in primary education. However, the statistics fail to tackle an ongoing challenge: school access. While the enrollment percentage presents a chance for a bright future for Palestinian children, the reality on the ground seems different. Vulnerable categories such as adolescent children with disabilities are more likely to drop out of school, with  22.5% of boys and 30% of girls with disabilities aged 6-15 never even enrolling in schools (UNICEF, 2018). 

  Moreover, due to the ongoing tensions in the Palestinian territories, half a million children are in dire need of humanitarian assistance to access quality education. The volatile environment and repetitive violent episodes of escalation around the West Bank and Gaza Strip, alongside restrictions imposed by Israeli authorities, pose further threats and challenges to the protection of children’s rights within the Palestinian Territories. Furthermore, the violations of children’s rights in Palestine not only sabotage the ability of children to learn and develop their potential but also enhance mental health issues, with fear, distress and intimidation impacting their everyday lives (OCHA, 2017).

 While statistics bring an unparalleled contribution to the situation on the ground, they nevertheless fail to tackle the experiences of Palestinian children and citizens. In a recent article published by Al Jazeera, Ruwaida Amer, a science teacher at a local school in Gaza, describes the war’s impact on her everyday life.  “For me, it is an almost maternal relationship between me and my students, and it extends beyond schoolwork”, she recalls.  Since the government announced the suspension of the 2023-2024 school year, she has been unable to meet her students. She thoughtfully describes how her teaching career developed into something more than a teacher-student relationship. “They have this knack for making me laugh even when I am annoyed at their naughtiness – I cannot keep a straight face”, she fondly remembers. However, with the brink of the Israeli offensive within the territories of Palestine, the situation has changed. Now, all the beautiful experiences that she had with them are but mere memories. “I miss their morning sleepiness. I miss their naughtiness.  I miss hearing them shout “Miss!” when I greet them. I want this war to stop so I can go back to getting to know them.” (Amer et al., 2023)

References 

Central Intelligence Agency. (2023). Congo, Democratic Republic of the – The World Factbook. https://www.cia.gov/the-world-factbook/countries/congo-democratic-republic-of-the/#people-and-society

Dickinson, P. D. (2023, July 27). Russia’s mass abduction of Ukrainian children may qualify as genocide. Atlantic Council. https://www.atlanticcouncil.org/blogs/ukrainealert/russias-mass-abduction-of-ukrainian-children-may-qualify-as-genocide/

Education | Democratic Republic of the Congo | U.S. Agency for International Development. U.S. Agency For International Development. (n.d.-b). Education | Democratic Republic of the Congo | U.S. Agency for International Development. https://www.usaid.gov/democratic-republic-congo/education#:~:text=Free%20primary%20education%20is%20becoming,of%20teachers%20tended%20to%20decrease.

France24. (2023, September 8). Violence makes eastern DR Congo “worst place” for children : 

UN. France 24. https://www.france24.com/en/live-news/20230908-violence-makes-eastern-dr-congo-worst-place-for-children-un

Human Rights Watch. (2023). “Tanks on the Playground” Attacks on Schools and Military Use of Schools in Ukraine.

Human Rights Watch. (2023b, November 9). Ukraine: War’s Toll on Schools, Children’s Future. Human Rights Watch. https://www.hrw.org/news/2023/11/09/ukraine-wars-toll-schools-childrens-future#:~:text=Russia%27s%20full%2Dscale%20invasion%20of,are%20attacks%20on%20their%20future

Independent International Commission of Inquiry in Ukraine. (2023). Report of the Independent International Commission of Inquiry on Ukraine. OHCHR. https://www.ohchr.org/sites/default/files/documents/hrbodies/hrcouncil/coiukraine/A_HRC_52_62_AUV_EN.pdf

IPSTC. (2013). Reintegration of Child Soldiers in Eastern Democratic Republic of Congo. International Criminal Court.

New York University & International Rescue Committee. (2015). Opportunities for Equitable Access to Quality Basic Education (OPEQ): Final Report on the Impact of the OPEQ Intervention in the Democratic Republic of Congo. https://www.rescue.org/sites/default/files/document/642/ed-opportunitiesforequitableaccesstoqualitybasiceducation.pdf

Opportunities for Equitable Access to Quality Basic Education (OPEQ): Final report on the impact of the OPEQ intervention in the Democratic Republic of Congo. (2015). rescue.org.https://www.rescue.org/report/opportunities-equitable-access-quality-basic-education-opeq-final-report-impact-opeq

Prashad, J. P. (2020, May 19). Children of the Democratic Republic of the Congo – Humanium. Humanium. https://www.humanium.org/en/democratic-republic-congo/

Save The Children. (2023, June 27). DRC remains the epicentre of a child suffering in war as the country tops the world list of grave violations against children – the Democratic Republic of the Congo. ReliefWeb.  

Siegried, K. S. (2022, April 13). Ukraine crisis creates new trafficking risks. UNHCR. https://www.unhcr.org/news/stories/ukraine-crisis-creates-new-trafficking-risks

United Nations. (2023, September 24). Ukraine: Civilian Casualty Update 24 September 2023. ohchr.org. https://www.ohchr.org/en/news/2023/09/ukraine-civilian-casualty-update-24-september-2023#:~:text=From%2024%20February%202022%2C%20which,9%2C701%20killed%20and%2017%2C748%20injured.

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N/D. “State of Palestine:  Out-of-school children”. UNICEF. 2018. Date of access: 18.11.2023 https://www.unicef.org/mena/reports/state-palestine-out-school-children

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Amer. Ruwaida. “In this relentless war, oh, how I miss my students”. Al Jazeera. 2023. Date of access: 18.11.2023

https://www.aljazeera.com/news/2023/11/12/in-this-relentless-war-oh-how-i-miss-my-students

Viswanathan, G. V. (2023, February 22). YSPH research reveals relocation and re-education of Ukrainian children – Yale Daily News. Yale Daily News. https://yaledailynews.com/blog/2023/02/22/ysph-research-reveals-relocation-and-re-education-of-ukrainian-children/

International Migrants Day

18th December 2023

The United Nations (UN) estimates that 281 million people live outside their country of origin, 15% of whom are children. Individuals have always moved in search of new, better life opportunities. On International Migrants Day, Broken Chalk celebrates migration as humanity’s inherent and fundamental characteristic. Education is both a powerful tool for integration into host societies and a driver for migration, with families migrating to seek better educational opportunities for their children and thousands of young people migrating annually to pursue university degrees.

In situations of displacement, children and young people often experience difficulties accessing education, especially if they have an uncertain legal status. Schools are often compelled by migration authorities to detect, detain and deport undocumented migrant children and their families. Schools might also refuse to enrol migrants. However, the legal principle of non-discrimination establishes that all persons residing in the territory of a state, regardless of their legal status, must be guaranteed access to education. Broken Chalk calls for respect for the principle of non-discrimination to the right to education, regardless of a person’s legal status.

Denial of access to education, discrimination, or bullying is often a reflection of xenophobic and racist attitudes in the host country. Education must be recognised as a powerful driver for social cohesion, where children from diverse backgrounds coexist from an early age. Moreover, schools must address discrimination and bullying towards foreigners, and policies must ensure equal access to opportunities. In addition to this, migrant teachers should have their qualifications recognised so they can actively use their first language to help newcomers integrate. For instance, the EU Action Plan on Integration and Inclusion 2021-2027 acknowledges the need for more recognition of foreign qualifications. Broken Chalk highlights that a lack of effective integration, as well as forms of discrimination towards newcomers, can result in school drop-out, which might lead to social exclusion and have lifelong consequences.

The 2030 Agenda recognises migrants as a vulnerable group whose rights must be addressed and must be empowered persons. While migration might be seen as a stage of growth for some, for others, migration could be due to the adverse effects of conflict, climate change, and labour markets. Within the sustainable development goals, target 10.7, “reduce inequality in and among countries” to “facilitate orderly, safe, and responsible migration and mobility of people, including through implementation of planned and well-managed migration policies”, is a direct reference to migration. This Sustainable Development Goal provides an opportunity for mobile populations to be empowered. By investing in their empowerment, we cultivate beneficial persons for their personal growth and for the greater good of humanity. Broken Chalk urges countries to be diligent and execute carefully formulated and well-administered migration policies.

Within the Association of Southeast Asian Nations (ASEAN), most children migrate irregularly. Irregular child migrants are at a heightened risk of being subject to trafficking, sexual exploitation, detention or being engaged in informal labour. In 2019, ASEAN leaders adopted the ASEAN Declaration on the Rights of Children in the Context of Migration and subsequently implemented the Regional Plan of Action. This laid out core principles to address the vulnerabilities faced by children in the context of migration. The initiative by ASEAN encompasses collective action to strengthen national systems for children in matters including but not limited to child protection, education, psychosocial support, health, safe environment and justice. Broken Chalk appeals to leaders, policymakers, and other stakeholders to pay heed to the voices of migrant children and make informed decisions for the future.

We must take a pledge to provide them with the tools not only to survive but to thrive in their journey across borders. This International Migrants Day, let the term migrants be synonymous with resilience, innovation and, most importantly, global empowerment.

Broken Chalk announces it to the public with due respect.

Signed,

Broken Chalk

Unlocking Venezuela’s future: Addressing Primary Educational Challenges

Written by Olimpia Guidi

Education stands as the cornerstone of a nation’s future, casting a guiding light on the path to development, prosperity, and a brighter tomorrow. The pursuit of knowledge is not just a fundamental human right but a critical catalyst for individual, societal, and economic progress worldwide, transcending borders to unlock opportunities for personal growth and national success. In Venezuela, at the heart of South America, the imperative of education becomes even more pronounced due to the nation’s myriad political, economic, and social challenges. 

This article will delve into the primary challenges within Venezuela’s education system, from funding shortages to deteriorating infrastructure, plummeting enrollment, and diminishing educational quality. These challenges serve as a wake-up call, demanding a closer examination of Venezuela’s educational landscape (Marquez, 2023).Venezuela’s education woes are tightly woven into its past, present, and future fabric. By proactively addressing these issues, the nation can reinvigorate its education system and, by extension, its prospects.

Historical Context

Venezuela’s educational system mirrors the nation’s complex history. It’s vital to traverse the educational past to understand its current challenges. Before the Spanish conquest, indigenous cultures had their knowledge transmission methods. In the 16th century, Spanish colonists introduced significant changes. The Catholic Church established educational institutions to convert and educate the native population (Haggerty, 1990).

In the early 19th century, Venezuela’s fight for independence recognised education as a nation-building tool. In 1827, under Simón Bolívar’s leadership, a pioneering statute was enacted, laying the foundation for a public education system and primary and secondary schools (Bushnell, 1983). The 20th century brought educational expansion and illiteracy eradication (Gonzales, 2019), altering curricula and enhancing teacher training.

However, recent decades have seen Venezuela’s educational system grapple with economic crises, political turmoil, and budget constraints, impacting its stability and quality. Reforms were introduced in response to these challenges, yielding mixed outcomes. The introduction of the Higher Education Law in 2010 was part of a broader set of education reforms. Unfortunately, these reforms, including changes in university autonomy and regulations for social inclusion, faced implementation challenges.

The law’s impact raised concerns about academic freedom and compromised the quality of education in the higher education sector, contributing to the overall challenges within Venezuela’s educational system. This connection between historical context and contemporary reforms highlights the complexity of the issues facing the nation’s education system.

Current Educational Challenges

In Venezuela’s contemporary educational landscape, several challenges undermine the holistic development of the nation’s youth. These complex issues are deeply intertwined with political and economic turmoil, affecting access to education and financial resources. The following sections will delve into these problems, exploring their consequences and the ongoing search for effective solutions.

Infrastructure and Maintenance Issues

The deteriorating infrastructure of educational institutions threatens the basic foundations of high-quality education in Venezuela. The safety and supportive learning environment essential to fostering great education has been compromised by deteriorating school structures and poor upkeep (Marquez, 2023). For instance, many schools in Caracas, the nation’s capital, have dilapidated infrastructure, including leaking roofs and collapsing walls.

In addition, 85% of public schools lack internet access, 69% experience severe electrical shortages, and 45% lack running water (World Bank, 2023). These startling figures highlight the critical need for infrastructure renewal to provide Venezuela’s pupils with a secure and supportive learning environment.

Worries have been expressed about the infrastructure problem, which not only jeopardises the well-being of educators working within these unstable premises but also looms over the holistic growth of children. Apprehensions have arisen regarding the possible impacts of this challenge on students’ psychological well-being and physical security. It is imperative to address these multifaceted infrastructural challenges to ensure that students can learn in a safe, supportive, and conducive environment, which is fundamental to their educational journey.

Brain Drain and Teacher Shortages

Venezuela’s educational system grapples with a two-pronged challenge stemming from teachers’ scarcity and inadequate income. This dilemma is exacerbated by the ‘brain drain’ – the departure of educated professionals seeking better prospects abroad – and the consequent shortage of qualified educators. Particularly evident in regions like Mérida, once a vibrant university town, this loss of skilled teachers has left schools in a state of understaffing, resulting in significant imbalances in student-teacher ratios (The World Factbook, 2022).

The scarcity of educators with the necessary qualifications further compounds the issue. Some teachers have abandoned the profession or sought opportunities abroad due to wage disparities and difficult working conditions (Zea, 2020). The high student-teacher ratios alone pose a significant burden, but the exodus of talent exacerbates the problem, hindering the ability to deliver targeted instruction and effective pedagogical engagement.

It is essential to underscore that the shortage of teachers in Venezuela directly results from the ‘brain drain’ and the inadequate compensation provided to educators. Many teachers, unable to make a decent living on their salaries, have resorted to strikes and protests in response to this dire situation. This twofold dilemma significantly compounds the challenges faced by the educational system, raising serious concerns about the continuity and quality of education in the nation.

Venezuelan Refugees in Brazil, 2018. Photo by Romério Cunha / Casa Civil Presidência da República via Flickr

Impact of the Economic Crisis                          

Funding for the education sector has dramatically decreased due to Venezuela’s economic crisis. The lack of money leaves schools with few resources to deliver high-quality education and impacts the provision of necessary services and teacher salaries. Many schools find it challenging to keep up with basic maintenance, much less update their curricula or invest in cutting-edge technology.

The government’s ability to fund education investments has also been limited since other budgetary priorities like infrastructure and healthcare have taken precedence (UNESCO, 2023). Because of this, efforts to deliver a high-quality education are hampered, and funding for education is disrupted.

Furthermore, the financial crisis has reached a point where many parents find it increasingly challenging to afford to send their children to school. The economic hardships have pushed families to make agonising choices, sometimes prioritising essentials like food and shelter over their children’s education (Sanchez & Rodriguez, 2019).

This heartbreaking reality has led to declining student enrollment as more children are forced to stay out of school due to financial constraints. It also highlights a worrisome trend where access to education is no longer a guarantee for many Venezuelan children, further deepening the educational challenges faced by the country.

The financial crisis has not only impacted education spending but has also restricted the ability of families to provide their children with the fundamental right to education.

Political Instability and Impact on Education

Political unrest in Venezuela has developed into a recurrent and disruptive force that significantly impacts the educational system. The sudden closure of schools, the postponement of courses, and the relocation of pupils are characteristics of these situations.The unpredictability of such occurrences adds a chaotic element to the educational environment, leaving students and teachers unsure about the continuation of their academic endeavours.

The country’s approach to education has suffered from a lack of continuity and coherence, one of its most severe effects due to this political unrest.Every time a new leadership is appointed, educational policies are revised, resulting in a fractured and fragmented foundation for education. It is difficult to execute long-term strategies for improvement because of these frequent changes that disturb the educational ecology (Education World, 2023).

This puts teachers and students in limbo and makes it harder to provide high-quality education consistently. Political unrest disrupts the operation of the educational system and affects students’ educational experiences in a long-lasting way.

In addition, the effects of the unrest transcend far beyond the short-term interruptions to Venezuela’s educational system. The nation’s future is now in doubt due to the instability, which prevents the growth of an educated and skilled labour force due to ongoing changes in educational and political policies. The potential for advancement in the country is jeopardised as pupils struggle with missed classes and teachers battle to keep up with ever-shifting mandates. Political unrest’s long-term effects on education are felt in the classroom and Venezuela’s broader socioeconomic prospects, making it difficult for its population to navigate an unsteady educational environment.

Efforts and Initiatives

The government of Venezuela continues to deny the terrible condition of the educational system in the nation. The prospects for Venezuelan school children would be quite bleak if not for the brave efforts of foreign humanitarian groups, private charities, and the helpful aid from parents and local volunteers. These youngsters, who lack access to school, will have an unclear future and will be more vulnerable to exploitation. Numerous other organisations are stepping forward to start programs to change the situation due to the government’s apparent unwillingness to confront the problems in the educational system.

Among them is UNICEF, a leading advocate for children’s rights worldwide. Their 2021 initiatives cover a variety of crucial activities:

• Balanced School Meals: To promote the healthy development of over 110,000 students, balanced school meals are provided.

• School Supplies: Providing more than 304,000 kids with necessary school supplies can make their educational journey easier.

• Life Skills Development: Through specialised programs, equipping more than 50,000 teenagers with useful life skills.

• Preparing more than 10,000 teachers through programs, such as those geared toward a safe return to school.

• Support for Teachers: Enabling nearly 7,000 teachers to carry out their vital tasks more efficiently by providing them with food incentives, financial aid, and technological equipment.

In addition to UNICEF’s efforts, the Norwegian Refugee Council (NRC) significantly contributes to resolving Venezuela’s educational problems. NRC works with various partners to develop solutions and assist disadvantaged families in keeping their children in school.

NRC is aware of the complicated circumstances of displacement and financial difficulties that frequently drive children out of school. This is especially crucial in light of the socioeconomic crisis that has resulted in a paucity of school supplies, deteriorating infrastructure, and a lack of teachers.

To support students returning to school after lengthy absences, NRC’s holistic approach includes disseminating instructional resources, enhancing teacher training, and improving school infrastructure to improve accessibility and hygiene. These programs address critical issues and highlight the possibility of significant reform in the country’s educational system, offering a glimmer of hope for the future of education in Venezuela.

Conclusion

Significant funding shortfalls, deteriorating infrastructure, dropping enrollment rates, and declining educational standards are some significant issues facing Venezuela’s educational system. It is imperative that these issues are addressed in the context of the nation. When we examine these problems through the prism of the Sustainable Development Goals (SDGs), it becomes clear that they play a crucial role in the trajectory of the nation’s growth. In particular, SDG 4, which aims to guarantee inclusive and high-quality education for all, is closely related to these educational difficulties.

The change in the educational system is crucial for the welfare of the Venezuelan population and possibilities for the future. It is crucial to acknowledge that access to high-quality education is a fundamental human right and a pillar of greater social and economic development, in keeping with the global commitment to the SDGs. Venezuela may navigate a road towards reaching the SDGs and pave the way for a more egalitarian, successful, and promising future for all its residents by making significant efforts to solve these educational difficulties.

References
  1. Bushnell, D. (1983). The Last Dictator-ship: Betrayal or Consummation? The Hispanic American Historical Review, 63(1), pp.65–105. https://doi.org/10.2307/2515359
  • Haggerty, R.A. (1990). Venezuela: A Country Study. Washington: GPO for the Library of Congress.
  • Marquez, H. (2023). Venezuela’s Educational System Heading Towards State of Total Collapse. Inter Press Service.
  • Norwegian Refugee Council. (2022). NRC in Venezuela.
  • Sanchez, E., Rodriguez, L. (2019). 4 Ways the Venezuelan Crisis is Affecting Children’s Education.  Global Citizen.
  • The World Factbook. (2022). Explore All Countries Venezuela.
  • UNESCO. (2023). Country Profile: Venezuela.
  • World Bank. (2023). Education in Venezuela.
  • Garcia Zea, D. (2020). Brain drains in Venezuela: the scope of the human capital crisis. Human Resource Development International, 23(2), pp.188-195.

Featured Image: Venezuela, 2016. Photo by tomscoffin via Flickr