Breaking the Cycle: Addressing Child Marriage in India and Its Impact on Future Generations and the role of education: A qualitative analysis

Child marriage in India, despite decades of reform, remains a significant social issue, affecting millions of young girls, particularly in rural areas. Marrying girls off at a young age has become a tradition deeply rooted in cultural norms and exacerbated by economic hardships. According to recent data, over 23% of women aged 20 to 24 were married before the legal age of 18 i,ii; . This figure is still high, but it represents a decline from previous decades. This article will explore the factors that perpetuate child marriage in India, the consequences it has on future generations, and the actions needed to break the cycle. The article will also provide insights on the role of education

Factors that Perpetuate Child Marriage
1. The Cultural Drivers of Child Marriage Issue

One of the main reasons for the persistence of child marriage in India is the deep-rooted cultural belief that early marriage secures a girl’s future. This practice is particularly prevalent in rural areas where traditional norms hold greater sway over people’s decisions than modern laws. In some communities, parents believe that marrying their daughters early is the best way to protect their honor and ensure their economic security iii.

According to our interviewee, from rural India described, “It’s not just about poverty—it’s about long-standing beliefs that are hard to change. No matter how much education you have, the cultural expectation that girls should marry young often takes precedence.” These entrenched beliefs are often passed down through generations, making it difficult to challenge them. Efforts to change these attitudes must be rooted in community engagement and dialogue iv.

2. Economic Pressures and Poverty
Another issue that arose in our interview was that of the economic status of families. Economic factors play a significant role in driving child marriage in India. For many families living in poverty, marrying off a daughter early is seen as a way to reduce financial burdens. When resources are scarce, having one less mouth to feed can seem like a viable solution. Furthermore, many families view marriage as a way to transfer financial responsibility to the husband’s family.

A study by the National Family Health Survey (NFHS) highlights the correlation between poverty and child marriage, showing that nearly 40% of girls from the lowest wealth quintile marry before the age of 18, compared to just 8% from the wealthiest families v . These statistics reveal the stark economic divide that contributes to the continuation of child marriage. Without addressing the economic pressures that lead families to marry off their daughters, it will be difficult to eliminate the practice entirely.

The Impact of the COVID-19 Pandemic
The COVID-19 pandemic exacerbated the issue of child marriage in India. The economic fallout from the pandemic, including widespread job losses and school closures, has led many families to marry off their daughters as a way to cope with financial uncertainty. According to UNFPA, the pandemic has pushed an estimated 10 million more girls globally into early marriage, with India seeing a sharp increase in child marriages during this period vi.
The pandemic also disrupted educational programs and community-based interventions aimed at preventing child marriage, further compounding the problem. As one student reflected, “During COVID, the unemployment rates soared, especially among women, and families who were already struggling found it even harder to provide for their children. Marriage became a way to reduce the burden”.

Legal Framework and Enforcement Background and Fact
India has strong legal frameworks designed to prevent child marriage, most notably the Prohibition of Child Marriage Act (PCMA), 2006. This law sets the legal age of marriage at 18 for women and 21 for men and provides penalties for those who violate the law. Despite these legal protections, enforcement remains a challenge, particularly in rural areas where awareness of the law is limited, and traditional norms are more influential than legal mandates vii,viii; .

The Indian government has made strides in promoting gender equality and reducing violence against women and girls. The creation of One Stop Centres and the implementation of a national helpline have provided vital support to women and girls at risk of violence and early marriage ix. However, the gap between policy and practice remains significant. Strengthening enforcement mechanisms and raising awareness about the legal consequences of child marriage are essential steps in addressing the issue.

The Consequences of Child Marriage
The consequences of child marriage are far-reaching and devastating, not just for the individual but for society as a whole. Girls who marry young are more likely to drop out of school, experience domestic violence, and face health complications related to early pregnancies. According to Plan International, girls who marry before 18 are also more likely to experience economic hardships later in life, as they are less likely to achieve financial independence.

Child marriage also perpetuates cycles of poverty, as girls who marry early are denied the opportunity to contribute meaningfully to their communities. Additionally, the practice reinforces gender inequality by limiting the opportunities available to women and keeping them in subordinate roles within society. Addressing child marriage is therefore essential not only for protecting the rights of girls but also for promoting gender equality and reducing poverty.

Education as a Tool for Change
Education is one of the most powerful tools in delaying marriage. Girls who stay in school longer are less likely to marry early and more likely to achieve financial independence. Research by Plan International has shown that over 70% of girls with no education marry before 18, compared to 27% of those who complete secondary school. Education provides girls with the knowledge and skills needed to contribute economically to their families, which reduces the perceived need for early marriage x.

In some regions of India, programs focused on education have shown success in delaying marriage. For example, vocational training programs that provide girls with marketable skills have enabled them to become financially independent, thereby reducing the economic pressures on families to marry them off. However, while education is a crucial part of the solution, it must be accompanied by efforts to change cultural attitudes toward marriage xi,xii ; .

Community-Based Interventions
Community engagement is key to changing the social norms that perpetuate child marriage. Initiatives that involve parents, local leaders, and youth in discussions about the harms of child marriage and the benefits of education have been successful in changing attitudes. Programs supported by organizations such as Girls Not Brides have demonstrated that when communities are involved in the conversation, real change can occur xiii.

One effective approach is to engage men and boys in the fight against child marriage. By challenging traditional gender roles and promoting gender equality, these programs help change the perception that girls are a financial burden that can be alleviated through marriage. Additionally, involving religious and community leaders can lend credibility to efforts aimed at ending child marriage, as these figures hold significant influence in rural areas xiv.

Recommendations for Addressing Child Marriage
Ending child marriage in India will require a multi-pronged approach that goes beyond legal reforms. While laws like the PCMA are crucial, they must be supported by efforts to change cultural attitudes, improve access to education, and provide economic alternatives to marriage.
1. Strengthen Education Programs: Expanding access to quality education, particularly in rural areas, is essential for delaying marriage. The government should prioritize building more schools, providing scholarships, and ensuring that schools are safe environments for girls. Programs that provide vocational training for girls at risk of child marriage are also crucial.
2. Change the Cultural Narrative Around Child Marriage: Another important recommendation from our interviewee was the need to shift cultural perceptions. The student emphasized that families need to realize that child marriage does not necessarily provide a better future for their daughters. By changing this narrative, and reinforcing the value of education, it becomes easier to convince families to delay marriage.
3. Involve Local Stakeholders in Policy Making: The student interviewed emphasized that governments and international organizations should involve local stakeholders, such as community leaders, parents, and law enforcement, in the policy-making process. By engaging these individuals, governments can tailor laws and interventions to reflect cultural realities, making them more effective. This involvement will also help spread awareness within communities about the importance of delaying marriage.
4. Engage Communities in Changing Norms: Community-based programs that involve local leaders, parents, and youth in discussions about the harms of child marriage are essential for changing cultural attitudes. Programs that involve men and boys in promoting gender equality can help challenge traditional gender roles and perceptions about marriage.
5. Strengthen Legal Enforcement and Simplify Procedures for Families: The student recommended that while legal frameworks like the Prohibition of Child Marriage Act are essential, their enforcement in rural areas remains weak due to a lack of awareness and accessibility. To improve this, the student suggested simplifying the process for families to access government schemes and legal support. This would involve reducing bureaucratic barriers, such as lengthy documentation requirements, which currently make it difficult for families to seek help. Additionally, better training for local law enforcement and officials to monitor and prevent child marriage is necessary. By making legal support more accessible and ensuring that penalties for child marriage are enforced consistently, families would be less likely to resort to early marriages.

Conclusion
Child marriage in India is a complex issue that requires a multifaceted response. While legal frameworks like the Prohibition of Child Marriage Act are crucial, they must be supported by efforts to address the cultural, economic, and educational factors that perpetuate the practice. By expanding access to education, providing economic support, strengthening legal enforcement, and engaging communities in changing social norms, India can make significant progress in ending child marriage and securing a brighter future for its girls.

REFERENCES

i  Plan International. “Child Marriage in India.” Plan International, 2024. https://planinternational.org/india.
ii  UNFPA India. “Child Marriage in India: Key Insights from the NFHS-5 (2019-21).” UNFPA India, 2024. https://india.unfpa.org.
iii  Girls Not Brides. “India – Girls Not Brides.” Girls Not Brides, 2022. https://www.girlsnotbrides.org.
Plan International. “Child Marriage in India.” Plan International, 2024. https://planinternational.org/india.
v   UNFPA India. “Child Marriage in India: Key Insights from the NFHS-5 (2019-21).” UNFPA India, 2024. https://india.unfpa.org.
vi  UNICEF India. “Reducing Child Marriage in India.” UNICEF India, 2024. https://www.unicef.org/india/reports/reducing-child-marriage-india.
vii  Plan International. “Child Marriage in India.” Plan International, 2024. https://planinternational.org/india.
viii  Girls Not Brides. “India – Girls Not Brides.” Girls Not Brides, 2022. https://www.girlsnotbrides.org.
ix  Ibid.
x   Plan International. “Child Marriage in India.” Plan International, 2024. https://planinternational.org/india.
xi   Ibid.
xii   UNFPA India. “Child Marriage in India: Key Insights from the NFHS-5 (2019-21).” UNFPA India, 2024. https://india.unfpa.org.
xiii   Girls Not Brides. “India – Girls Not Brides.” Girls Not Brides, 2022. https://www.girlsnotbrides.org.
Ibid.

World Press Freedom Day

On the 3rd of May, the world reunites to reflect on the importance of press freedom. International organizations, including Broken Chalk, urge media officers and regular citizens to remember journalists who lost their lives, got arrested, or are forced to live under fear because they chose to follow the truth. Moreover, we want the day to act as a reminder of the dangers of restraints and censorship. In 2024, 361 journalists were arrestedi. However, threats to freedom of the press are not confined to arrest and detention; they include harassment, intimidation, monitoring of communications, and economic, and political pressure.

Freedom of speech does not impact only journalists and media personnel, but everyone else partaking in information seeking. It affects how global citizens seek, speak, and receive sources.

At Broken Chalk, we recognize how freedom of the press impacts academic freedom and viceversa. Both are pedestals for societies and communities where knowledge is shared and pursued without restrictions, fear, and limits. Scholars and journalists must be able to explore, critique, examine, and propagate topics and articles without restraints. Academic and journalistic voices being silenced or lowered entail a loss in reasoning, innovation, and democracy.

 

Broken Chalk wants to express its solidarity with US news outlets, journalists, scholars, and students who are experiencing damaging consequences due to their stances which question President Trump’s notions. Broken Chalk also conveys its solidarity to all those news outlets, journalists, scholars, and students who live and work in countries all around the world where their work puts them in danger and whose names and acts of bravery are often overlooked.

Photo by Larry Alger on Unsplash

Broken Chalk urges international response to the mass detentions in Türkiye

The human rights organization Broken Chalk is urging the international community to take action following the detention of over 200 individuals primarily university students by Turkish authorities during protests earlier this month.

The recent wave of detentions happened on May 6, 2025. It is particularly worrying that the detainees were not allowed access to a legal counsel and their families for the first 24 hours. The case details were not transparent either, leading to serious worrying from families and their legal representatives. Due process and transparency are missing in the detention process.

This latest operation also marks a continued effort to detain individuals alleged to be linked to the Hizmet Movement (or “FETÖ”, as referred to by Turkish authorities). Framed as a counter-terrorism effort, the Interior Minister Ali Yerlikaya shared a propagandistic video depicting routine activities by headscarved women as subversive acts. Multiple arrests were based on questionable grounds such as attending educational events, traveling abroad, or living with persons who were detained in earlier waves of arrests of Hizmet Movement affiliated persons. Notably, young female students were heavily targeted—some detained for cultural trips or mere associations. In one tragic case, a woman was arrested despite having lost her father to cancer while he was imprisoned under similar charges. It is clear that the Turkish authorities are using the term “terrorism” broadly, increasingly targeting civic or religious activity with this approach, and consequently, undermining rule of law and civil freedoms.

The arrests did not start on the 6th of May. Ever since the arrest of the Mayor of Istanbul on the 19th of March, 2025, the number of detentions has been increasing. President Erdogan is cracking down on the freedom of speech of the population, trying to drown the voice of the people who are questioning the arrest and the withdrawal of the bachelors diploma of Mr Imamoglu. It is important to note that the diploma is needed for signing up for the presidential candidacy. It is suspected that this was a deliberate move to make the Mayor of Istanbul disqualified early on from the presidential race. The Turkish population mobilised in big numbers but this also came at a cost, more than 2000 persons, have been detained and the number could be way higher.

Broken Chalk wishes to raise awareness of these events, especially to the clear violation of fundamental human rights such as the right to freedom of assembly and the right to due process. The way the arrests are conducted and the detention procedure is happening, it is clear that there is a lack of transparency, which undermines the trust in authorities and in general, the government.

Broken Chalk is calling on global leaders and human rights bodies to monitor the situation closely and pressure the Turkish government to respect civil liberties and the rule of law:

High Commissioner for Human Rights,
Secretary General of the Council of Europe,
Chairman of the Working Group on Arbitrary Detention,
Special Rapporteur on Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment,
Special Rapporteur on the Protection of Private Life,
Special Rapporteur on the Promotion and Protection of the Right to Freedom of Opinion and Expression,
Special Rapporteur on the Independence of Judges and Lawyers and
Council of Europe Commissioner for Human Rights.

Photo by Mathias Reding on Unsplash

References

 1. BBC, “Thousands turn out for Turkey protests after more than 1,400 arrests” March 26 2025, <https://www.bbc.com/news/articles/ckgz58rz3k8o> 

2.  Al-Monitor, ‘Over 400 detained in Istanbul’s May day protest” May 1 2025 <https://www.al-monitor.com/originals/2025/05/over-400-detained-istanbuls-may-day-protest-turkey-restricts-transit>

ICC Seeks Arrest Warrants for Taliban Leaders as Global Advocacy Grows

The International Criminal Court (ICC) has taken a historic step in the fight for Afghan women’s rights, seeking arrest warrants for the Taliban’s supreme leader and Afghanistan’s chief justice on charges of crimes against humanity. This unprecedented move recognises the Taliban’s systemic oppression of women and girls as a grave international crime, offering a rare moment of validation for Afghan activists who have long fought against their erasure. Since the Taliban’s takeover in August 2021, Afghan women have faced sweeping restrictions affecting every aspect of their lives—from education and employment to healthcare, public spaces, and access to justice. 1. A newly released interactive graphic sheds light on their reality, offering a harrowing glimpse into life under the Taliban’s gender segregation. Through the lens of a burqa, the visual tool provides a comprehensive overview of Talibanimposed restrictions, linking directly to the United States Institute Of Peace’s extensive documentation of their rules and orders. In response to the deepening oppression, Guardian Live will host a special panel discussion on March 26, featuring renowned journalist Emma Graham-Harrison, Afghan journalist and activist Zahra Joya, bestselling author Elif Shafak, and broadcaster Sandi Toksvig. The discussion will explore the historical and ongoing silencing of women, the resilience of those resisting oppression, and the urgent need for gender apartheid to be officially recognised as an international crime. The Guardian Live will donate 50% of the event proceeds to Rukhshana Media, an Afghan women’s media organisation that reports on and for Afghan women, amplifies their voices, and campaigns for their rights on the global stage. As Afghan women continue to be pushed into invisibility and silence, this moment demands international action. Will the world finally listen? *For more information about the Guardian Live event, please click on the link below. https://www.theguardian.com/guardian-live-events/2025/jan/08/the-silencing-of-women-withsandi-toksvig-elif-shafak-and-zahra-joya  

To download this as a PDF, click here

Image by ©Leticia Cox

Educational Challenges in Mongolia

Nestled between Russia and China, Mongolia is a country of striking contrasts. Its vast steppes, rugged mountains, and expansive deserts have long shaped the nomadic lifestyle of its people, who rely on herding and agriculture for their livelihoods. Despite rapid urbanization, nearly one-third of Mongolia’s population continues to live a nomadic existence, moving with the seasons in search of better pastures. This way of life, while culturally rich, presents unique challenges for the education system.

In urban centres like Ulaanbaatar, modern schools cater to growing populations, but in rural areas, children from nomadic families often face interrupted schooling or must travel long distances to attend classes. Mongolia’s economy, still heavily reliant on mining and livestock, has seen significant growth, yet income disparities persist. These economic and geographic factors contribute to a widening gap in educational access and quality, particularly for those living in remote regions.

Mongolia faces a significant educational challenge: ensuring access to quality education for all its children. While the government has made strides in expanding school enrolment, disparities remain stark, particularly between urban and rural areas. Many children in remote regions lack access to well-equipped schools, trained teachers, and modern learning resources.

Mongolia’s education system follows a structure influenced by the Soviet model. It includes four years of primary education starting at age 8, followed by four years of middle school, both of which are compulsory. Secondary education spans two to three years, often requiring rural students to stay in hostels to attend school due to the lack of schools in rural areas. Vocational education is available but underdeveloped, and tertiary education is offered by institutions like the National University of Mongolia. Challenges include geographic disparities and limited resources for rural and vocational education.

  1. The geographic divide in education

Mongolia’s vast, sparsely populated terrain significantly impacts students’ access to quality education, particularly those from rural and nomadic families. According to UNESCO, around 30% of Mongolia’s population is nomadic or semi-nomadic, and their constant movement disrupts children’s education. Rural students often must travel over 50 km to reach boarding schools, where resources are often inadequate. Poor infrastructure, including unpaved roads, further limits access, especially during harsh winters. These barriers contribute to lower enrolment rates and a persistent urban-rural gap in educational outcomes.

2. Qualities disparities between urban and rural schools

In Mongolia, the divide between urban and rural schools is stark, with rural students facing several significant barriers to accessing quality education. One of the key issues is teacher shortages in remote areas. In urban schools, teachers are typically more qualified and better supported, but in rural regions, schools often struggle to attract and retain qualified educators. This is due to a combination of factors, including the harsh living conditions in rural areas, lower salaries, and the lack of professional development opportunities. As a result, many rural schools have teachers who are either underqualified or not specialized in the subjects they teach.

Furthermore, the curricula in rural areas are often outdated and fail to reflect modern pedagogical trends or the needs of students in an increasingly globalized world. Urban schools, on the other hand, are more likely to have access to updated learning materials and teaching strategies. Technology access is another key issue. Rural schools often lack reliable internet access and computers, which are increasingly essential for modern learning. In contrast, urban schools typically benefit from better technological infrastructure, providing students with more opportunities for digital learning.

Additionally, urban migration has exacerbated overcrowding in city schools, putting additional strain on already limited resources. As more people move to urban areas in search of better opportunities, cities like Ulaanbaatar are experiencing rapid population growth, which has led to overcrowded classrooms. This not only impacts the quality of education by reducing the amount of individualized attention students receive but also places pressure on school infrastructure and teaching staff while urban schools in Mongolia generally benefit from better resources and infrastructure, rural schools face significant challenges, including teacher shortages, outdated curricula, and limited access to technology. At the same time, urban migration has intensified overcrowding in city schools, further straining educational resources and affecting the quality of education. To address these disparities, targeted investment in rural education and reforms to urban schooling systems are needed.

3. Economic and social barriers to education

Poverty in Mongolia severely limits access to quality education, as many families cannot afford essential school supplies, uniforms, or fees. Approximately 30% of Mongolia’s population lives below the poverty line, and this economic strain forces many children to abandon school to help with household work or to generate income. In rural areas, where resources are already scarce, this issue is more pronounced, leading to high dropout rates and perpetuating the cycle of poverty. Without proper education, these children’s future opportunities.

4. Cultural factors and gender disparities significantly impact access to education in Mongolia, especially for ethnic minorities and rural populations. The UNICEF 2020 fact sheet highlights that early childhood education (ECE) attendance among Kazakh children is notably lower—47% for those aged 2–4 and 56% for 5-year-olds—due to geographic isolation and linguistic barriers. Gender expectations also contribute to inequality, with girls in rural areas often prioritizing domestic responsibilities over education. These challenges perpetuate unequal access and hinder educational outcomes for marginalized groups.5

 

Government Efforts and Limitations

The Mongolian government has implemented several initiatives to address access to quality education, particularly for nomadic and rural populations. One significant initiative is the establishment of mobile ger kindergartens. These portable schools, designed to align with the nomadic lifestyle, have provided early education to thousands of children who would otherwise have no access to formal learning. Initiated in partnership with organizations like UNICEF and Save the Children, these schools allow children to develop foundational skills and prepare for higher education levels. By 2012, over 2,600 children benefited from such programs, with ongoing efforts to expand their reach​.

Additionally, scholarships and digital education platforms have emerged to support older students, especially during the COVID-19 pandemic. Remote learning programs, including televised and online classes, were introduced to maintain educational continuity. Despite their potential, these solutions face challenges, such as limited internet access and technological infrastructure in rural areas.

6. However, gaps persist in funding and policy implementation. Many educational initiatives rely heavily on international aid and partnerships, such as contributions from UNICEF and the Asian Development Bank. While these efforts have positively impacted access and quality, they highlight the dependency on external support, emphasizing the need for sustainable, government-led reforms​. Strengthening local education funding, enhancing teacher training, and improving digital infrastructure are critical steps for bridging the gaps in Mongolia’s education system.

 

The Role of Technology in Bridging Gaps

Mongolia has embraced innovative solutions to bridge the digital divide and improve access to education for students in remote areas. E-learning platforms like “Digital Adventure” offer interactive lessons, games, and quizzes, enabling children in isolated regions to learn independently. These platforms provide vital educational support, particularly during harsh winters or disruptions like the COVID-19 pandemic. Additionally, solar-powered devices have been introduced to address electricity shortages in rural areas. By equipping nomadic families with solar panels and portable generators, students can charge devices and access both online and offline lessons, ensuring continued learning regardless of location.

7. However, scaling these digital solutions is fraught with challenges. Internet connectivity remains a significant hurdle, as only a small percentage of rural households have reliable access to the internet. Infrastructure limitations further complicate the situation, with schools and homes often lacking the necessary technology to support e-learning. For many low-income families, the excessive cost of devices and connectivity is an additional barrier, making it difficult to participate in digital education initiatives. Compounding these issues is the lack of digital literacy among both students and teachers in remote areas, highlighting the need for targeted training and resources.

To fully realize the potential of these innovations, Mongolia must invest in expanding rural infrastructure, improving internet connectivity, and providing financial and training support for educators and families. By addressing these challenges, the country can ensure that all children, regardless of their geographic location, have equal opportunities to benefit from digital education.

 

Conclusion

Mongolia’s journey toward ensuring access to quality education for all its children reflects both significant progress and persistent challenges. Geographic isolation, resource disparities, and economic barriers continue to hinder the education system, particularly for rural and nomadic communities. While initiatives like mobile ger kindergartens, scholarships, and e-learning platforms have provided hope and opportunities, gaps in funding, infrastructure, and digital accessibility remain pressing concerns.

To address these issues, Mongolia must prioritize sustainable investments in rural education, enhance teacher training, and expand digital connectivity to underserved areas. Collaboration with international organizations and leveraging innovative technologies can further bridge the urban-rural divide. Ultimately, providing equitable access to quality education is not just a developmental goal but a critical foundation for Mongolia’s social and economic future. As the country works to overcome these barriers, it reaffirms a powerful commitment: ensuring every child, no matter where they live, can thrive and contribute to a brighter, more inclusive tomorrow.

Photo of Mongolian horses and the flag of Mongolia by Ryan Brooklyn on Unsplash 

 

Reference:

Graceffo, Antonio. “Poverty and Educational Access in Mongolia.” LinkedIn Pulse. Last modified May 3, 2016. https://www.linkedin.com/pulse/poverty-educational-access-mongolia-antonio-graceffo-phd-china-mba#:~:text=A%20lack%20of%20government%20income,problems%20together%20exacerbate%20the%20problem.

Scholaro. “Mongolia Education System.” Accessed November 28, 2024. https://www.scholaro.com/db/countries/Mongolia/Education-System.

The Borgen Project. “Education in Rural Mongolia.” Last modified August 19, 2021. https://borgenproject.org/education-in-rural-mongolia/#:~:text=According%20to%20a%20UNICEF%20fact,between%20rural%20and%20urban%20schools.

UNDP. “Bridging the Digital Divide in Mongolia,” n.d. https://www.undp.org/mongolia/blog/bridging-digital-divide-mongolia.

UNESCO. Mongolia: Education Policy Review—Paving the Way to Education 2030. Accessed November 28, 2024. https://unesdoc.unesco.org/ark:/48223/pf0000266056.

UNICEF. MICS-EAGLE Education Fact Sheets: Mongolia 2020. New York: UNICEF, 2020. https://data.unicef.org/wp-content/uploads/2021/11/MICS-EAGLE_Education_Fact-sheets_2020_Mongolia.pdf.

UNICEF Mongolia. “Time to Revamp Education: Mongolia’s Path to a Brighter Future.” UNICEF. Last modified March 21, 2023. https://www.unicef.org/mongolia/stories/time-revamp-education-mongolias-path-brighter-future.

 

23rd international day of English and Spanish language

On the 23rd of April, the celebrations of two languages are happening: it is, indeed, the international day of the English and Spanish languages. The occurrence is a reminder of the history of the two vernaculars and an encouragement to multilingualism. Broken Chalk wishes to use the day to reflect on bilingual education.

 

Bilingual contexts are becoming the standard instead of remaining a rarity. Education should encompass the ongoing changes influencing what people see as the norm. According to UNESCO, multilingual schooling is essential to achieve inclusivity in education, especially in countries where the dominant -colonial- language exists in relation to local vernaculars. Multilingual education aids both students with a refugee background and students who speak minority languages at home. Bilingual strategies in schooling increase student involvement in the classroom, raise retention rates, and push community and family participationi.

 

Adopting multilingual education policies helps address the worldwide learning crisis. Moreover, on an individual-intellectual level, bilingual students develop higher cognitive skills and hold a higher degree of literacy than their monolingual peersii.

Multilingual education opens the path to preserve indigenous languages and protect linguistic diversityiii.

 

Broken Chalk wishes to reiterate the benefits of multilingual strategies in education. Preserving local languages aids social cohesion, improves community engagement, and protects the culture around it. Developing bilingual approaches helps pupils in their future endeveours, professional and individual.

 

Featured image from Flickr by Elliot Brown

International Mothers Earth Day press release

On April 22, the world comes together to celebrate International Mother Earth Day, recognising our shared responsibility to protect the planet and live in harmony with nature. For Broken Chalk, this day serves as a crucial reminder that access to education is essential to building environmentally conscious, resilient, and sustainable communities.

The right to quality education, enshrined in Article 1 of Protocol No. 2 to the European Convention on Human Rights and Goal 4 of the UN Sustainable Development Goals, extends far beyond the classroom. It equips individuals with the knowledge, critical thinking, and civic awareness needed to face the realities of climate change, biodiversity loss, and environmental degradation. Without inclusive and equitable access to education especially in vulnerable and marginalised communities meaningful and effective climate action remains out of reach.

From understanding the science of climate change to engaging in environmental policymaking, Broken Chalk believes that education is one of the most powerful tools in empowering individuals to contribute to a more sustainable future especially in an era where misinformation undermines genuine climate action. Yet today, millions of individuals, most notably children, around the world are denied the access to basic and quality education due to conflict, poverty, political repression, and increasingly, climate-induced disasters.

Rising sea levels, wildfires, droughts, and displacement not only destroy homes but also disrupt schooling threatening the futures of entire generations, more so with marginalised communities that have fewer resources. Such communities on the frontlines of the climate crisis are often those most excluded from education systems. This inequality perpetuates a vicious cycle of disempowerment and environmental vulnerability. Environmental justice and educational justice are deeply interconnected.

Due to this, Broken Chalk endorses global efforts made that integrate climate education and environmental literacy into all levels of learning. We advocate for the inclusion of sustainability principles in national curricula, calling for urgent action to safeguard educational institutions and academic freedom in the face of environmental and political crises.

As we mark International Mother Earth Day, Broken Chalk urges governments, institutions, and civil society to recognise that protecting the planet requires protecting education. Ensuring that every child can access a quality education that includes climate awareness is not just a policy choice it is a moral imperative. Climate education allows individuals to better comprehend and utilise effective ways to reduce emissions than many other single solutions. For this reason, to disarm individuals with the learning opportunities to better protect their environment and the world around them is to strip away their ability to develop personal connections to climate change solutions and change their behaviours accordingly throughout their lives.

 

Photo by Ijaz Rafi on Unsplash

Arrest of Turkish-Brazilian Businessman in Brazil Raises Human Rights Concerns

Introduction

On May 1, 2025, Turkish-Brazilian dual national Mustafa Göktepe was arrested in São Paulo, Brazil, following an extradition request from the Turkish government over alleged links to the Gülen movement.

Background

Mustafa Göktepe, 47, has resided in Brazil for approximately two decades and became a naturalised citizen in 2012. He is married to a Brazilian woman and has two daughters, aged 8 and 13, both born in Brazil. Göktepe is a prominent figure in the Turkish-Brazilian community, operating a chain of Turkish restaurants that employ over 100 individuals. He also serves as the president of the Institute for Intercultural Dialogue (Instituto Pelo Dialogo Intercultural), a Brazilian NGO dedicated to promoting intercultural dialogue. He also worked as a computer teacher in Türkiye at a school known as Gülen School.

Legal Proceedings

Justice Flávio Dino of Brazil’s Supreme Federal Court (STF) ordered the arrest, which is provisional pending the court’s decision on the extradition request. The Turkish government accuses Göktepe of having links to the Gülen movement, which it classifies as a terrorist organisation. However, the movement denies involvement in any terrorist activities.

Ankara accuses Gülen, a U.S.-based Muslim cleric, of orchestrating the July 15, 2016, coup attempt, and has declared his movement a terrorist organisation. He denies any connection with the abortive putsch.

At its peak, the Gulen movement operated schools in 160 countries, from Afghanistan to the United States. Since the coup attempt, Türkiye has pressured allies to shut down Gulen-run establishments.

 

Human Rights Considerations

The case raises significant human rights concerns, particularly regarding the potential for political persecution. Given Göktepe’s long-standing residence in Brazil, his Brazilian citizenship, and his family’s ties to the country, extradition could have profound implications for his rights and well-being. It is crucial that Brazilian authorities thoroughly assess the extradition request, ensuring compliance with international human rights standards and protections against political persecution.

 

Since 2015, hundreds of men alleged by the Turkish authorities to have links with the Gülen movement, living in countries around the world, have been arbitrarily detained and forcibly returned to Türkiye. All these people are faced with very serious human rights violations in Türkiye.

 

Conclusion

The arrest of Mustafa Göktepe underscores the complexities at the intersection of international law, human rights, and political considerations. As the Brazilian judiciary deliberates on the extradition request, it is imperative to uphold the principles of justice and human rights, ensuring that individuals are not subjected to political persecution under the guise of legal proceedings.

 

References

​​Turkish Minute. (2025, May 3). Turkish businessman arrested in Brazil, faces extradition to Turkey over Gülen links. https://www.turkishminute.com/2025/05/03/turkish-businessman-arrested-in-brazil-faces-extradition-to-turkey-over-gulen-links/ ​

 

Six Turks arrested in Kosovo over Gulen links extradited to Turkey – Anadolu https://www.reuters.com/article/world/six-turks-arrested-in-kosovo-over-gulen-links-extradited-to-turkey-anadolu-idUSKBN1H5213/

 

Press Release: Enforced Disappearances of Educationist Orhan Inandim https://www.reuters.com/article/world/six-turks-arrested-in-kosovo-over-gulen-links-extradited-to-turkey-anadolu-idUSKBN1H5213/

International Girls in ICT Day

On April 22nd, Broken Chalk joins the global community to reflect on International Girls in ICT Day. This annual event represents an opportunity for organisations, policymakers, education personnel, and families to consider why we need such a day and how we can bridge the gap between boys’ and girls’ futures in tech careers.

The world is becoming increasingly digital as new technologies transform how we live, work, think, and connect. More and more academic fields welcome digital innovations and many careers become tech-related. However, girls are still under-represented and under considered in the ICT world. Many young women are hindered from reaching their full potential and interest in digital fields by cultural and social obstacles such as stereotypes, a lack of role models, and a lack of resources.

The digital gender gap refers to gender biases in accessing technological products and careers. It also relates to gaps in digital skills, participation in STEM fields, and tech sector presencei. Globally, in 2022, Internet usage among men stood at 62%, while among women, it was 57%ii. Moreover, women from low- and middle-income countries are 15 percent less likely to use mobile internet compared to meniii. In higher education, women are under-represented underrepresented in STEM programs as they make up only 35% of student bodiesiv. The World Bank has financed and strategized gender-intentional initiatives to bridge the digital divide. Such programs include working together with tech firms to ensure equal access and use, while incorporating online safety precautions; creating digital skills training camps specifically aimed at women in isolated communities; and investigating financing alternatives for affordable mobile devices aimed at aiding women with limited financial resourcesv.

Broken Chalk acknowledges the imperative necessity to bridge the digital gender gap and join the World Bank and other international organizations to raise awareness about the phenomenon. We believe in the power and influence of education in ensuring that every girl has the opportunity to gain digital skills, build confidence in tech sectors, and develop an interest in STEM areas. However, education does not exist in a vacuum, and we call on communities and policy-makers to create more spaces for young girls in ICT. Providing girls with ICT knowledge goes beyond career pathways; it’s about equipping future leaders, problem-solvers, and changemakers for a digital world.

 

Image by Firmbee from Pixabay

Education Monitor: Around The Globe between March 16th and March 31st, 2025 Edition

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between March 16th and March 31st, 2025 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.

March-16th-till-March-31st-2025

To download this edition as a PDF, click here

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.