Current Issues The conflict in Congo: impact on education

By Zoe Alford

The Democratic Republic of Congo (DRC) is undergoing a major humanitarian crisis, that is severely impacting education and human rights. Due to the ongoing conflict in the region, millions of people have been displaced, teachers kidnapped and schools turned into battlegrounds. Escalation of the conflict in the North Kivu region of the DRC has forced 540 schools to close in the past year, removing pivotal educational opportunities from many students (Save the Children, 2024).

Education in the DRC:

This current situation unravels decades of progress in the DRC, where great strides had been made in recent decades to create universal access to education. Access to primary school education has increased significantly in the last few decades, with net attendance rates increasing from 52% in 2001 to 78% in 2018 (UNICEF, 2024).

Nonetheless, the country still faces major structural issues regarding access to education. 7.6 million children and half of all girls between age 5-17 are not in school, with the cost of school for families living in poverty being a major reason (UNICEF, 2024). Despite the promise of free primary education from the DRC government, households facing extreme poverty struggle to pay for registration fees, school uniforms and school supplies (UNICEF, 2024). Secondary school enrolment rates further reflect this education gender gap, with 44% of girls enrolled compared to 70% of boys (UNESCO, 2024). This is further reflected in secondary school completion rates with just 51.4% of girls and 63.5% of boys continuing onto graduation (UNESCO, 2024). For higher education, 5% of women and 8% of men were enrolled in tertiary education in 2020 (UNESCO, 2024).

Payroll fraud, insufficient budgets, and a lack of materials and infrastructure also create challenges for the educational system in the DRC. Many of the 500,000 teachers in the country have gone without government pay for many years, leaving parents responsible to supplement their pay (Brant et al., 2021). In a country with already high levels of poverty, this creates a major financial obstacle to education. Teachers often must supplement their low incomes with second or even third jobs, reducing their time, energy, and passion and consequentially the quality of teaching (Brant et al., 2021).

The gender gap in school enrolment, the socio-economic disparities in educational access, as well as financing issues, are only worsened by the escalating conflict in the DRC. With the closing of hundreds of schools in the country, these systemic issues have and will continue to exacerbate, leaving hundreds of thousands more and more children without education opportunities.

Violence in North Kivu:

Since the beginning of the conflict in DRC in 1996, more than 6 million people have died and many millions more displaced (CFR, 2024). Beginning in the aftermath of the Rwandan genocide, the First Congo War saw the invasion of the eastern part of the DRC by Rwandan troops and Congo-based Tutsi militias. The invasion of the north Kivu region was supported by Uganda, Burundi and Congo’s then opposition leader and future leader Laurent Kabila. Rwandan officials justified the invasion, arguing that Hutu groups in eastern DRC were still a threat to their Tutsi population who had been decimated during the genocide. While some Hutu militants were killed, the majority of the thousands of causalities were refugees and non-combatant Congolese (CFR, 2024). In 1998, the second Congo War saw worsening political tensions between armed groups and governments in the region. With targeted campaigns against the Huti amounting to war crimes, it caused international outrage. In a failed coup attempt, DRC’s leader, Kabila, was assassinated and replaced by his son (CFR, 2024). The following years saw peace agreements between DRC, Rwanda and Uganda implemented, however rebel groups continued to emerge creating tensions and flashpoints in the last two decades. Most notability, is M23, a mostly Tutsi rebel group with ties to the Rwandan and Ugandan governments. The name is taken from March 23 2009, when the National Congress for the Defence of the People (CNDP) signed a peace treaty with the DRC government, becoming a political party and the M23 soldiers integrated into the Armed Forces of the Democratic Republic of the Congo (FARDC). The Allied Democratic Forces (ADF), and Islamic State (ISIS) are two major Islamist rebel and affiliated militia groups (Lawal, 2024). The DRC’s abundance of natural resources, especially their large reserves of rare earth minerals and metals essential for modern technology, has propelled their local problems onto the international stage. The involvement of China and historically, large US tech companies has only created further tensions and deepened inequality.

The violent and fraudulent national elections in 2023 saw major clashes between M23 and ADF. This again escalated in February 2024, creating a humanitarian disaster, political chaos and insecurity across the region. Education is not only indirectly affected by this conflict, but also actively targeted. Armed groups have seized 23 schools in the north Kivu region and directly attacked 10 schools (Save the Children, 2024). Teachers have also been kidnapped and students abducted on the way to school or in class. A further 29 schools have also been turned into emergency shelters for displaced civilians (Save the Children, 2024).

Conflict and its impacts on education:

Conflict also indirectly impacts on the right to education. Economic hardship often leaves children forced to work instead of going to school, with girls disproportionally affected. The long-term consequences of conflict can be felt by generations to long-term development setbacks and lack of opportunity (Mlaba, 2023). This leads to long term economic and social disruption, which in turn can trigger further conflicts in the future. Education and its relationship to conflict is often “complex, multi-scalar and non-linear” (Novelli & Cardozo, 2008), meaning that the impacts of conflict are often not immediately noticeable.

Emergency Education:

International efforts have been made to mitigate these effects by protecting education during conflicts and promoting conflict-sensitive education strategies (Mlaba, 2023). As an example of such mitigation efforts, UNICEF, the European Commission’s Civil Protection and Humanitarian Aid department (ECHO) and the Central Emergency Response Fund (CERF) have partnered up to construct three temporary learning spaces (UNICEF, 2024). In just a few weeks, with support from local communities, classrooms were constructed using wood and other readily available materials. These new spaces have allowed several dozen additional pupils to enrol. The temporary classes provide displaced children the opportunity to continue their education and benefit children from nearby families (UNICEF, 2024). On top of their academic studies, students are also learning essential social skills, such as interacting and building relationships with others outside their immediate community. Unfortunately, however, with around 3 quarter of a million children out of school because of this conflict, a lot more must be done to ensure all Congolese children have access to education (UNICEF, 2023).

Conclusively, To to ensure peace and development not only in the DRC, but across the globe, it is of paramount importance that education is prioritised for all children. By protecting education, investing in quality teachers, educating future generations about history and financing rebuilding projects, a more stable and equal society can be reached. While access to education is perhaps not the first issue that comes to mind when discussing the conflict in the DRC, it is highly important to use education as a tool to safeguard long-term stability and peace.

References

Brandt, C.O., Marchais, G., Mwakupemba, J.T., Moshonas, S. De Herdt, T. (2021). Why payroll fraud in the DRC’s education sector will be hard to fix. The Conversation.

https://theconversation.com/why-payroll-fraud-in-the-drcs-education-sector-will-be-hard-to-fix-162257

Center for preventative action (CFR). (May 15, 2024). Conflict in the Democratic Republic of Congo. https://www.cfr.org/global-conflict-tracker/conflict/violence-democratic-republic-congo

Lawal, S. (February 21, 2024). A guide to the decades-long conflict in DR Congo. Aljazeera. https://www.aljazeera.com/news/2024/2/21/a-guide-to-the-decades-long-conflict-in-dr-congo

Mlaba, K. (June 26, 2023). How do war & conflict impact education? Global Citizen. https://www.globalcitizen.org/en/content/how-do-war-conflict-impact-education/

Novelli, M., & Cardozo, M.T.L. (2008). Conflict, education and the global south: New critical directions. International Journal of Educational Development, 28(4), 473-488. doi.org/10.1016/j.ijedudev.2008.01.004

Save the Children. (2024, March 28). DRC: Violence in North Kivu forces over 500 schools to close, with teachers kidnapped and students terrified [Press release].

https://www.savethechildren.net/news/drc-violence-north-kivu-forces-over-500-schools-close-teachers-kidnapped-and-students-terrified

UNICEF. (March 29, 2023). Conflict in eastern DRC is having a devastating impact on children’s education. UNICEF [Press release].

https://www.unicef.org/press-releases/conflict-eastern-drc-having-devastating-impact-childrens-education

UNICEF. (2024). Education: every child has the right to go to school and learn.

https://www.unicef.org/drcongo/en/what-we-do/education

UNICEF. (February 22, 2024). A wish to return to school is realized. UNICEF

https://www.unicef.org/drcongo/en/stories/wish-return-school-realized

UNSECO. (January, 2024). Congo, Democratic Republic (DRC): Education Country Brief. International Institute for Capacity Building in Africa.

https://www.iicba.unesco.org/en/node/80#:~:text=According%20to%20the%20UNESCO%20Institute,and%2063.5%20percent%20of%20boys

 

Featured image by Doug Linstedt  from Unsplash

ان دیکھے اور ان سنے: گمشدہ بچوں کا عالمی بحران اور ایپسٹین کیس کے اثرات

تحریر: لیٹیشیا کاکس

مترجم: ماہ نور علی

ان دیکھے اور ان سنے: گمشدہ بچوں کا عالمی بحران اور ایپسٹین کیس کے اثرات
تحریر: لیٹیشیا کاکس
مترجم: ماہ نور علی
ہر سال، دنیا بھر میں الکھوں بچے غائب ہو جاتے ہیں۔ اس کی وجوہات کئی طرح کی ہوتی ہیں: اغوا، اسمگلنگ، گھر
سے بھاگنا، اور افسوسناک صورتحال جہاں حادثات یا قدرتی آفات کے باعث معصوم جانیں ضائع ہو جاتی ہیں۔ ان
گمشدگیوں کی وجہ سے خاندانوں اور کمیونٹیز میں جو درد اور انتشار پیدا ہوتا ہے، وہ ناقابل تصور ہے، لیکن اکثر یہ
کیسز حل نہیں ہو پاتے، بچے نظر نہیں آتے، اور ان کی کہانیاں سنی نہیں جاتیں۔
جیفری ایپسٹین کا کیس، اگرچہ زیادہ تر دیگر سنگین جرائم کی وجہ سے جانا جاتا ہے، اس عالمی بحران کے ساتھ
ایسے طریقوں سے جڑا ہوا ہے جو بہت زیادہ پریشان کن ہیں۔ ایپسٹین کا کیس نہ صرف انفرادی جرم کو سامنے التا
ہے بلکہ اس سے کہیں بڑا ایک نظامی ناکامی کا مسئلہ بھی ہے جس کی جڑ میں کمزور لوگوں کا استحصال شامل ہے۔
اس بات کا جائزہ لے کر کہ کس طرح نظامی ناکامیاں ایپسٹین کے جرائم کو دہائیوں تک جاری رکھنے کی اجازت دیتی
رہیں، ہم دنیا بھر میں گمشدہ بچوں کے مسئلے کے بارے میں بہت کچھ سیکھ سکتے ہیں۔

مسئلے کا دائرہ کار
کے اندازے کے مطابق کسی بھی وقت دنیا بھر (ICMEC (بین االقوامی مرکز برائے گمشدہ اور استحصال شدہ بچوں
میں الکھوں بچے گمشدہ سمجھے جاتے ہیں۔ صرف امریکہ میں، نیشنل سینٹر فار مسنگ اینڈ ایکسپلوئٹڈ چلڈرن
کے مطابق، ہر سال تقریبا 800,000 بچے گمشدہ ہونے کی اطالع دی جاتی ہے، جو روزانہ 2,000 ً (NCMEC(
سے زیادہ کی اوسط بنتی ہے۔ عالمی سطح پر، یہ تعداد کہیں زیادہ بڑی اور بہت کم درست ہوتی ہے کیونکہ مختلف
ممالک میں ڈیٹا اکٹھا کرنے اور رپورٹنگ کی صالحیتیں مختلف ہوتی ہیں۔


نظامی ناکامیاں: ایپسٹین کیس ایک آئینہ کی طرح
جیفری ایپسٹین کی مجرمانہ سرگرمیاں، جن میں نابالغوں کی اسمگلنگ اور ان کا استحصال شامل تھا، کسی حد تک
مختلف حکام اور افراد کو معلوم تھیں جو جان بوجھ کر یا الپرواہی سے انہیں نظر انداز کرتے رہے۔
ایپسٹین کا کیس معاشرتی اور نظامی مسائل کی عکاسی کرتا ہے: ان اداروں کی اکثر ناکامی جو کمزور لوگوں کی
حفاظت کے ذمہ دار ہوتے ہیں۔ اس کے جرائم کی سنگینی کے باوجود، ایپسٹین کا اتنی دیر تک انصاف سے بچنے کی
صالحیت ظاہر کرتی ہے کہ کس طرح وہ لوگ جو طاقت اور وسائل رکھتے ہیں، نظاموں کو اپنی مرضی کے مطابق
ڈھال لیتے ہیں۔
ایپسٹین کی کہانی یہ بھی ظاہر کرتی ہے کہ بین االقوامی قانون نافذ کرنے والے اداروں کے تعاون اور قانونی ڈھانچوں
میں نابالغوں کے ساتھ سرحد پار جرائم سے نمٹنے میں کیا مسائل ہیں۔ ایپسٹین کا نجی جزیرہ کیریبین میں اور اس کے
دنیا بھر کے دورے، جو اس کی دولت اور تعلقات کی بدولت ممکن ہوئے، ظاہر کرتے ہیں کہ جب کوئی شخص وسائل
رکھتا ہے تو سرحدوں کو عبور کرنا کتنا آسان ہو جاتا ہے، جس سے نابالغوں کو محفوظ رکھنا اور ان کا پتہ لگانا مزید
مشکل ہو جاتا ہے۔

عالمی نیٹ ورکس کا رابطہ
ایپسٹین کیس میں اجاگر کیے گئے مسائل کسی ایک ملک تک محدود نہیں ہیں؛ یہ عالمی ہیں۔ بچے سرحدوں کے پار
اسمگل کیے جاتے ہیں، اور ان کی گمشدگیاں اکثر عالمی برادری کی نظر سے اوجھل رہتی ہیں۔ ممالک کے درمیان
گمشدہ بچوں کو تالش کرنے اور واپس النے کے لئے مضبوط طریقہ کار کی عدم موجودگی عالمی حفاظتی جال میں
ایک بڑی دراڑ ہے۔
میں جب جنوب مشرقی ایشیا میں سونامی آئی، ہزاروں بچے الپتہ ہو گئے۔ نہ صرف یہ تباہی بلکہ اس کے بعد 2004
پیدا ہونے والی بدانتظامی کو اسمگلروں نے کمزور بچوں کو اغوا کرنے کے لیے استعمال کیا۔ اسی طرح کے واقعات
دیگر بحرانوں میں بھی دیکھے گئے ہیں، جن میں قدرتی آفات، جنگیں، اور اقتصادی بحران شامل ہیں۔

ٹیکنالوجی اور ڈیٹا کا کردار
جدید ٹیکنالوجی بچوں کی گمشدگی کے بحران کو حل کرنے میں نمایاں مدد دے سکتی ہے۔ ڈیٹا مینجمنٹ، چہرے کی
پہچان، اور حقیقی وقت میں معلومات کے تبادلے کی جدید ایجادات اس بات کو تبدیل کر سکتی ہیں کہ کس طرح حکام

اور تنظیمیں گمشدہ بچوں کا سراغ لگاتی اور انہیں بازیاب کرتی ہیں۔ تاہم، اسی ٹیکنالوجی کو مجرم بھی استعمال کر
سکتے ہیں، جیسا کہ اسمگلروں اور مجرموں کے ذریعہ آن الئن بچوں کو نشانہ بنانے کے طریقے میں دیکھا گیا ہے۔

عالقائی اور بین االقوامی قانونی سفارشات اور اقدامات
اس بحران سے نمٹنے کے لیے مربوط عالمی اقدامات کی ضرورت ہے۔ سب سے پہلے، بچوں کی گمشدگی کے کیسز
کی اطالع دینے اور ان کا جواب دینے کے لیے ایک بین االقوامی معیار ہونا چاہیے، جیسا کہ امریکہ میں امبر الرٹ
سسٹم ہے، لیکن عالمی سطح پر۔ اس نظام کو بین االقوامی قانون نافذ کرنے والے اداروں کے تعاون سے تعاون کرنا
چاہیے اور ایسے معاہدوں سے تقویت ملنی چاہیے جو بچوں کی فالح و بہبود کو قومی مفادات اور سرکاری
بیوروکریسی سے باالتر رکھیں۔
مزید یہ کہ احتیاطی تدابیر بھی اہم ہیں۔ تعلیمی پروگرام جو بچوں کو ممکنہ خطرات کے بارے میں سکھاتے ہیں، اور
والدین اور کمیونٹی کے افراد کو گمشدگی اور اسمگلنگ کے نشانات پہچاننے کی تربیت دیتے ہیں، انتہائی اہم ہیں۔ اس
کے عالوہ، اقتصادی اور سماجی ڈھانچوں کو مضبوط بنانا بھی ضروری ہے تاکہ خاندان ایسے فیصلے نہ کریں جو ان
کے بچوں کو خطرے میں ڈال سکتے ہیں۔

نتیجہ
گمشدہ بچوں کا مسئلہ ایک کثیر الجہتی مسئلہ ہے جو مقامی، بین االقوامی اور نظامی عوامل سے جڑا ہوا ہے۔ جیفری
ایپسٹین کا اسکینڈل اس بات کی واضح مثال ہے کہ کس طرح وہ نظام جو کمزوروں کی حفاظت کے لیے بنائے گئے
ہیں، ناکام ہو سکتے ہیں، اور طاقت اور اللچ کے اثرات سے متاثر ہو جاتے ہیں۔ ان ناکامیوں کا جائزہ لے کر اور ہر
بچے کے تحفظ کے لیے از سر نو عزم کر کے، معاشرہ اس سنگین بحران سے نمٹنے کے لیے پیش رفت کر سکتا
ہے۔
بروکن چاک ہائی پروفائل کیسز جیسے ایپسٹین کیس سے سبق حاصل کرتا ہے تاکہ مجرموں کو انصاف کے کٹہرے
میں النے اور مستقبل میں ہونے والے استحصال کو روکنے کے لیے نظامی اصالحات کی ضرورت پر زور دیا جا
سکے۔
ہر گمشدہ بچہ کئی ناکامیوں کی نمائندگی کرتا ہے—حفاظت میں کوتاہی، نظام میں خال، یا بحران میں مبتال خاندان یا
کمیونٹی۔ یہ ضروری ہے کہ ان کی کہانیاں، ایپسٹین کی کہانی کی طرح، سائے میں نہ رہیں بلکہ انہیں روشنی میں الیا
جائے تاکہ وہ تبدیلی کا محرک بنیں اور عمل کو متاثر کریں۔
بروکن چاک کی گمشدہ بچوں کے بارے میں تفصیلی رپورٹ جو جلد شائع ہو گی، ایپسٹین کیس کو ایک مرکزی نقطہ
کے طور پر استعمال کرے گی تاکہ وسیع تر نظامی مسائل کا جائزہ لیا جا سکے اور بہتری کے لیے موثر حکمت
عملیوں کی تجویز پیش کی جا سکے۔

حال ہی میں ہائی پروفائل کیسز جیسے کہ شان “ڈیڈی” کومبس کی تحقیقات کے پیش نظر انسانی اسمگلنگ کے بارے
میں آگاہی بڑھانے کی ضرورت ہے۔ ان کہانیوں کو کور کرنا ضروری ہے کیونکہ یہ ایک تعلیمی ذریعہ کا کام کرتی
ہیں اور اس تباہ کن مجرمانہ صنعت کے بارے میں عالمی شعور بڑھانے میں مدد دیتی ہیں۔

Sources:
International Missing Children statistics
https://www.google.com/search?client=safari&rls=en&q=children+missing+around+the+
wolrd&ie=UTF-8&oe=UTF-8


Child Sexual Abuse Material: Model Legislation & Global Review 10th Edition, 2023
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https://www.theguardian.com/us-news/2024/jan/03/who-is-jeffrey-epstein-list-courtdocuments-explained


Jeffrey Epstein’s Island Visitors Exposed by Data
Brokerhttps://www.wired.com/story/jeffrey-epstein-island-visitors-data-broker-leak/


Epstein Files: Full List Of High-Profile People Named In Unsealed Docs
https://www.ndtv.com/world-news/jeffrey-epstein-epstein-files-full-list-of-high-profilepeople-named-in-unsealed-court-docs-4810003
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Academic Freedom in Zimbabwe: A concerning trend 

Introduction 

Academic freedom in Zimbabwe is currently at one of its lowest levels in history. Regionally, the country also ranks as having one of the lowest academic freedom index in sub-Saharan Africa (Academic Freedom Index, 2024). As a cornerstone for democratic and free societies, it is essential that students and scholars can pursue education, research and knowledge without the fear of repercussion. However, in Zimbabwe, academic freedom remains precarious, constrained by political interference, economic hardships, and legal ambiguities. This has profound implications for both human rights and education, as the suppression of academic freedom not only limits individual expression but also undermines the development of a society that values knowledge, critical thinking, and innovation.  

 

A Historical Context of Suppression 

Zimbabwe’s struggle with academic freedom has deep historical roots, tracing back to its colonial past. During the era of British colonial rule, the government employed various strategies to control academic discourse, including surveillance and deportation of academics deemed subversive (Mushawatu, 2023). This tactic continued post-independence, with the government of Robert Mugabe using similar methods to silence critics and maintain control. A major way in which Mugabe curtailed academic freedom was though the University of Zimbabwe Amendment Act of 1990, which reduced democratic freedom within universities, and made Mugabe officially the chancellor of all state universities in the country (Mashininga and Mukeredzi, 2019).  

 

Since Mugabe’s ousting in the 2017 coup, academic freedom has continued to decline. In the last 7 years, deportation has resurfaced as a tool for stifling academic inquiry. This can be seen in case of the Good Governance in Africa (GGA) researchers being deported in 2023. These researchers, intending to study the political landscape around the critical August elections, were barred entry into the country (Mushawatu, 2023). This example illustrates a broader trend of how the current Zimbabwean government considers academic scrutiny as a threat, and not as an opportunity for greater societal freedom. This alarming use state power to limit academic freedom has far reaching consequences and without change, will continue to tarnish the right to education and freedom of opinion in Zimbabwe.  

 

Legal and Constitutional Ambiguities 

Zimbabwe’s constitution, which was adopted in 2013, clearly outlines fundamental rights regarding education and its protection as well as academic freedom. Section 75 of the constitution explicitly mentions the right to education, and that every citizen and permanent resident of Zimbabwe should have access to it (Zimbabwe Lawyers for Human Rights, 2019). Section 61 enshrines the right to freedom of expression, including the freedom of scientific research and creativity, however, Section 62 conversely restricts the right to access information for citizens and permanent residents only (Zimbabwe 2013 Constitution, 2013). This contradictory legal framework creates a loophole that allows the government to restrict foreign researchers’ activities under the guise of legal compliance (Mushawatu, 2023). 

 

This legal ambiguity poses a significant threat to academic freedom, as it gives the government power to exclude foreign academics from participating in research on public institutions. This therefore restricts diverse opinion and discourse, and greater research on governance, human rights, and development in Zimbabwe. By limiting access to information and deporting researchers, the government not only contravenes the spirit of academic freedom but also undermines the pursuit of transparency and accountability. 

 

Impact on Education and Human Rights 

The suppression of academic freedom in Zimbabwe extends beyond the academic community, affecting the broader education system and society at large. Education is a fundamental human right, essential for the fruition of other rights and for the empowerment of individuals and communities. When academic freedom is curtailed, the quality of education suffers, as does the ability of students and scholars to engage critically with societal issues. 

 

In Zimbabwe, the interference in academia illustrates a broader symptom of a culture of government suppression of opinion. In 2020, the Office of the United Nations High Commissioner for Human Rights (OHCHR) voiced concern over allegations that the authorities in Zimbabwe may have used the COVID-19 pandemic to limit freedom of expression and the right to peacefully assemble (UN News, 2020). While health workers were protesting for better working conditions and salaries, violent force was used against them, with many being arbitrarily arrested, including some journalists and members of the opposition party (UN News, 2020). 

 

The recent elections further highlight a system that is suppressing human rights, political opposition and a peaceful democratic process. Although there were 11 candidates for the presidential campaign, the competition was seen as a contest between two main leaders. The first being Coalition of Change (CCC) leader Nelson Chamisa, and the second being Emmerson Mnangagwa, from the governing Zimbabwe African National Union – Patriotic Front (Zanu-PF) party (Nyoka, 2023). The Zanu-PF party has been in power since Zimbabwe’s independence and while they did oust Mugabe in 2017, many human rights advocates, such as Amnesty International and Human Rights watch have argued that little has changed politically (Nyoka, 2023). During the campaigning, CCC activist, Tapfumaneyi Masaya was kidnapped and murdered while another member of the party, lawmaker Takudzwa Ngadziore, was abducted and tortured (The Guardian, 2023). Chamisa later resigned, citing Zanu-PF infiltration of the CCC and corruption as the reason for his decision, ultimately leading Mnangagwa and the Zanu-PF party to victory (BBC News, 2024).  

 

Parallels with Broader Human Rights Issues 

The situation of academic freedom in Zimbabwe is reflective of broader human rights challenges in the country. Freedom House classifies Zimbabwe as “not free”, highlighting issues such as restrictions on freedom of speech, assembly, and the press (Freedom House, 2024). The suppression of academic freedom is part of this broader pattern of limiting civil liberties, which is characteristic of authoritarian regimes that prioritise control and power over openness and accountability. Therefore, Zimbabwe’s repression of academic freedom represents an assault on the right to education. In these contexts, education is not merely a victim of conflict and authoritarianism but a critical battleground where the struggle for rights, justice, and democracy plays out. 

 

The Way Forward 

To improve academic freedom in Zimbabwe, there must be a commitment to broader political and legal reforms. This includes revising the constitution and Zimbabwe’s legal framework, to provide unequivocal protection for academic freedom, including the rights of foreign researchers. Furthermore, the Zanu-PF government must recognise the value of academic freedom as a vital component of a thriving, democratic society and take steps to ensure that universities can operate free from political interference. If that is not possible, then the international community, including academic institutions, human rights organisations, and governments, should continue to condemn and act against infringements on academic freedom. By advocating for academic freedom in Zimbabwe, the global fight for the protection of education and human rights will be strengthened.    

 

References: 

  1. Academic Freedom Index. Academic Freedom Index. 2024. https://academic-freedom-index.net/. 
  1. Mushawatu, Zachariah. Deportation as a Tool to Stifle Academic Freedom. University World News, August 25, 2023.  https://www.universityworldnews.com/post.php?story=202308242015511. 
  1. Mashininga, Kudzai and Mukeredzi, Tonderayi. Mugabe: From Glory to Misery, Especially for Students. University World News, September 14, 2019. https://www.universityworldnews.com/post.php?story=20190911161959567. 
  1. Zimbabwe Lawyers for Human Rights. What Is the Right to Education? Fact Sheet. 2019. https://www.zlhr.org.zw/wp-content/uploads/2017/01/2015-Right-to-Education.pdf. 
  1. Zimbabwe 2013 Constitution. Constitute Project. 2013. https://www.constituteproject.org/constitution/Zimbabwe_2013. 
  1. UN News. Zimbabwe: COVID-19 Must Not Be Used to Stifle Freedoms, Says UN Rights Office. United Nations, July 29, 2020. https://news.un.org/en/story/2020/07/1069011. 
  1. Nyoka, Shingai. Zimbabwe Elections 2023: What You Need to Know. BBC News, August 22, 2023. https://www.bbc.com/news/world-africa-65775996. 
  1. The Guardian. “Abducted Zimbabwe Opposition Activist Tapfumaneyi Masaya Found Dead.” The Guardian, November 14, 2023.  https://www.theguardian.com/world/2023/nov/14/abducted-zimbabwe-opposition-activist-tapfumaneyi-masaya-found-dead. 
  1. BBC News. “Nelson Chamisa: Zimbabwe Opposition CCC Leader Quits ‘contaminated’ Party.” BBC News. January 25, 2024. https://www.bbc.com/news/world-africa-68095685. 
  1. Freedom House. Zimbabwe. Freedom House, 2024. https://freedomhouse.org/country/zimbabwe/freedom-world/2024. 

 

Featured  Photo by Santi Vedrí on Unsplash

Seven Turkish Citizens Abducted in Kenya Press RELEASE

Panashe Mlambo and The Journalism Department.

Broken Chalk is deeply concerned about the proposed amendments to the Iraqi Personal Status Law No. 188 of 1959 and appeals to the government to safeguard the interests of children. If enacted, these amendments would pose a significant threat to the rights of women and children in Iraq.The proposed changes aim to reinstate religious laws over the current constitutional laws that govern Iraq. A particularly alarming aspect of this proposal is that it would allow for the legal marriage of girls to be 9 years and boys 15 years. Currently, Iraqi law prohibits marriage under the age of 18, ensuring a level of protection for children.The enactment of this proposal would have far-reaching consequences, not only economically and politically but also in terms of education. Every child has the right to education and to be treated as a child. As a signatory to the UN Convention on the Rights of the Child, Iraq is obligated to protect the interests of its children. This proposal represents a serious deviation from Iraq’s commitments under the UN Convention and would likely result in grave human rights violations.Research has consistently shown that child marriages reduce educational opportunities, increase school dropout rates, and restrict the freedom of children. Moreover, this law would likely exacerbate gender-based violence and further diminish accountability for perpetrators who target children.Broken Chalk strongly urges the Iraqi government to safeguard the interests of children and to protect their childhood and freedom by rejecting this harmful proposal.

Seven-Turkish-Citizens-Abducted-in-Kenya-Press-RELEASE

Missing Childhoods: Child Kidnapping in Nigeria

Written by Iasmina-Măriuca Stoian

The statistics are disturbing; the reality is devastating. It has been 9 years since the horrendous abduction of the Chibok girls, yet the nightmare continues as children are still being kidnapped, forcibly recruited, killed and injured– their futures torn away,” said Cristian Munduate, UNICEF Representative in Nigeria.

Historical background

Situated on the West coast of Africa, Nigeria is a country with a rich history, that was also intertwined with its history as a British colony. Only after 1960, when it gained its independence, and it was declared a republic in 1963, Nigeria faced a difficult period of various dictatorships and political regimes that led to more political instability.

Additionally,  the country has faced issues such as cultural tensions, corruption and inequality. Recently, the numbers on child kidnappings have grown exponentially, particularly in conflict areas. These abductions not only have affected the families and the local communities but also have raised serious issues relating to the current administration and calls for urgent measures to be taken both at the national and international levels.

Despite the continuous efforts to address this issue, child kidnappings continue to remain one of the main challenges of the country, affecting not only the lives of children but also the country’s future. This article will look into the root causes that led to this serious issue, as well as the measures that were taken to combat the kidnappings and possible future measures to be taken by the government and international agents.

Understanding the issue

According to recent articles , more than 280 students were kidnapped from elementary schools in the northern region of the country, and seized by militants. This incident is reported to be bigger than the previous one[jc6] , also known as the Chibok girls abduction case. In 2014, Boko Haram, an Islamist jihadist group based in the northeastern region of Nigeria, abducted 276 girls from their dormitories, many of them still remaining missing to this day. This outrageous incident sparked international debate and led to the creation of the #BringBackOurGirls campaign on numerous social media platforms. The reality behind the abductions is even more horrific, leading to other crimes, such as rape, killing, and forced marriages.

Nine years after the Chibok girls incident, Amnesty International and UNICEF highlighted the lack of investigations by local authorities, abandonment of the cases and lack of action from the government. However, schools still are targets of abduction cases that are reported weekly, resulting in approximately 780 abducted children and 61 still held in captivity. [ii]Thus, international organizations are continuing to call for protection and justice for those children, as well as for measures to be taken by the Nigerian authorities.

This issue not only affects the lives of children and families, but it also associated with other issues in the country such as poverty, low rates of employment, political instability, and religious tensions. These challenges will be further discussed in the following paragraphs, explaining them in more detail.

Root causes

Poverty & unemployment

There is a strong link between poverty and unemployment and the issue of kidnapping in Nigeria. Recent rates indicate that almost 46% of Nigerians live in poverty, [iii] and this includes millions of youths who are unemployed and do not benefit from governmental help in any way.

Most of those children did not have access to education, finding their way of living on the streets, where they are most vulnerable. Kidnapping of children is used, besides for political bargains, also for economic gain (kidnapping for ransom), which seems to become more common as the economic gap between rich and poor families grows.

Religious & political factors

Religious differences and the constant tension between the Christian and Islamic citizens are also root causes of the kidnappings. The two religions have been in conflict for generations, thus leading to the abduction of numerous children who were secretly killed in the northern part of the country.

Boko Haram is an extremist terrorist group and their kidnappings are both religious and politically rooted, as declared by their leaders. They mostly target and abduct Christians, as well as people who do not recognize their ideology or political movement.

Methods and tactics of kidnappers

As methods, kidnapping of children can involve the use of offensive gadgets, weapons, specially designed technologies for tracking victims, as well as sensitive information about the targets in order to forcefully take them away from their families and instil fear in their minds. Moreover, kidnapping groups have an impressive organization strategy, in which they are structured on different teams, such as operation teams, guards, tax forces etc.

The reports show that most kidnappers carefully plan their abductions, calculating the costs and benefits of each action. Their preferences on targets vary between different factors that were previously mentioned, such as political, religious, and social backgrounds. This cost for each victim is calculated according to their Kidnap Ransom Value(KRV). In the context of child kidnapping, children from affluent families, with high social status, or from families that have bigger influence may have a higher KRV than others.

Impact on families and society

Child kidnapping can have a devastating effect on families and also on the community, instilling fear and anxiety. Apart from the evident trauma that is inflicted on the past victims, families are also affected. The emotional burden of not knowing the fate or the status of their relative who was abducted is a real trauma, that can cause stress, depression and anxiety in the long-term. Additionally, to the emotional impact, families can also be affected financially, having to face the costs of recovery, treatment or, in the cases of ransom kidnappings, the price they have to pay for having back their children.

On a larger scale, those abductions have also a long-term impact on the local communities. Kidnapped children, especially underaged girls, who can often be victims of other cruel acts, such as slavery, forced marriage and sexual molestation, have a higher impact on society. Thus, from affected families to a local community and later to the whole nation, this issue leads to insecurity, while insecurity leads to political tensions and instability.

Future challenges & solutions

Both present and past governments have tried so far to combat this issue of kidnapping children in Nigeria, through several measures. National and international bodies have collaborated and started several projects, to combat both terrorist threats by the Boko Haram group, and also the criminal activities associated with kidnapping. Other projects were designed to reduce poverty and to increase the quality and accessibility to education, in order to offer children an option and a chance not to end up living on the streets.

More effective solutions in combating this issue are to focus more and pay more attention to the root causes of kidnapping. This could include offering more employment opportunities for youth, investment projects in education, adoption of stricter and more protective laws and regulations and anti-kidnapping measures.

Conclusions

In conclusion, child kidnapping is a serious and complex issue that has different root causes, such as poverty, unemployment, religious and political tensions, and organized criminal group activities. The impact on families and society is enormous, leading to psychological and emotional long-term trauma. Thus, both international and national authorities should take urgent measures and also highlight the importance of international collaboration.

References


[i] See the articles from UNICEF titled “Devastating Reality: 9 Years After Chibok Abductions, Children in Northeast Nigeria Continue to Suffer the Brutal Consequences of Conflict”, and from CBS News “Witnesses in Nigeria say hundreds of children kidnapped in second mass-abduction in less than a week” for more details.

[ii] See the article from Amnesty International “Nigeria: Nine years after Chibok girls’ abducted, authorities failing to protect children”.

[iii] See Bello (2022) for more consideration.

 

 

From Pollution to Education: How Environmental Degradation in Lebanon Impacts the Education System

Written by Iasmina-Măriuca Stoian

Introduction

For the past two centuries to the present day, Lebanon has been subjected to the ever ongoing global environmental disasters and degradations, which have threatened the country’s infrastructure, national health and wellbeing as well as the overall economic climate. Most of them are also a result of the conflict period, more specifically from 2006. This article looks at the effects that environmental disasters have on education (such as destroyed school buildings and even threats to the health or the lives of students and teachers) . In country suffocating in the hazardous fog of pollution whilst suffering the effects of an extreme rise of commodity prices in their market economy, citizens live in a country that where health hazard is omnipresent and inevitable creates a population of sick and diseased people who have to then spend most of their income on healthcare, rendering them unable to afford any sort of education . It has become evident that there is an urgent need for the implementation of sustainable practices and policies in Lebanon, if the country hopes to improve its social welfare and economy. It is the responsibility of the Lebanese government to take the appropriate actions that will answer all needs of the Lebanese community. The pivotal question arises about whether our environment is being managed sustainably or if environmental concerns, along with the education sector, continue to be deprioritized. In order to have a sustainable future, both should be among the top priorities.

Current situation

Lebanon is facing severe environmental degradation due to systemic corruption, lack of effective regulation, unsustainable practices in agriculture and industry, but also from conflicts. From July 2006, the Post-Conflict Branch of the UN Environment Program started to monitor environmental issues associated with the conflict in Lebanon, by tracking potential environmental impacts on both sides of the border, in Lebanon and Israel. The assessment, conducted by the UN Environment and local partners, investigated issues related to solid and hazardous waste, industrial contamination, coastal and marine pollution, water resources, asbestos, and weapons used. The report found no evidence of depleted uranium or radioactive materials, but concerns remain about cluster bombs. In addition, the country heavily depends on generators for power consumption, and water and land have been polluted severely through human activities (deforestation). There is a large amount of disposal too. This has led to health problems, loss of biodiversity and increased exposure to natural disasters. Global cooperation and assistance, as well as the application of environmental legislation are indeed indispensable in helping Lebanon address its most pressing environmental challenges towards a healthier future.

Limited Access to Clean Water and Sanitation

According to the statistics made by USAID, Lebanon faces a significant water deficit, with only 48% of the population having access to safely managed water and 20% having access to safely managed sanitation. In schools, this lack of clean water and sanitation directly affects students who may not have access to safe drinking water or suitable sanitary facilities. These health risks, especially when specific ones recur time and again within a child’s life stream, can culminate in physical symptoms that keep sick children out of school. Schools also face challenges of providing their students and staff a safe environment as they lack access to water/sanitation with good quality infrastructure. USAID, among other organizations, along with local communities in Lebanon (plus other donors), are taking steps to provide populations access to safe drinking water and sanitation sources which would positively impact the students of tomorrow.

2020 Beirut explosion

On the 4th of August 2020, in the Port of Beirut, an explosion killed more than 200 people, injured more than 500 people, and affected approximately 280 educational institutions. What started as a simple warehouse fire of 2,750 tons of improperly stored ammonium nitrate, later caused significant environmental damage, including air and water pollution due to the release of hazardous chemicals. Beirut, previously a cultural hub with famous universities, was heavily affected by the blast, worsening its pre-existing financial struggles and threatening faculty with job loss. Thus, the Beirut explosion remains a symbol of Lebanon’s deep-seated political corruption, negligence, and the broader issues existing in the country, also recognized as one of the largest non-nuclear explosions in history.

Impact on health for students and teachers

The environmental disaster in Lebanon has significant health impacts on both students and teachers. The Beirut explosion released toxic chemicals into the air, leading to respiratory problems in nearby schools. Additionally, the country’s inadequate waste management has resulted in polluted water supplies, causing gastrointestinal illnesses among children. Schools located near landfills or industrial areas are particularly at risk, exposing students and teachers to harmful pollutants daily. These environmental challenges exacerbate existing health issues, leading to higher dropout rates and lower educational outcomes.

Existing initiatives and responses

In response to the current situation in Lebanon, several projects and initiatives have been launched and are still in the process of implementation, in order to address these challenges. Multiple international organisations, some of them being USAID or the United Nations. USAID’s project named Lebanon Water Project (LWP) finished in 2020 and aimed to improve access to safe drinking water, and to develop wastewater management. Other projects are also notable, for instance, the UNDP’s reforestation initiative aims to restore 10,000 hectares of forestland by planting 10 million trees, while UNICEF’s WASH programs have provided clean water and sanitation to over 200,000 people.

Conclusion

In summary, severe environmental degradation in the face of systemic corruption, conflict, and poor regulation has left deep impacts on both the infrastructure and health of the country, notably education. The explosion at Beirut and unrelenting problems with water scarcity and pollution raise awareness and underscore the acute need for effective environmental management and sustainable practices. Whereas most of the giant strides have been traversed by international organizations—the USAID, United Nations, or any other organization—through focused projects related to reforestation, water management, and sanitation, these must be scaled and folded into broader systemic reforms. Intervention in environmental crises in Lebanon is not only significant for natural and urban landscapes but also a healthy and fair educational environment. This shall ensure that in the securing of a sustainable future, the environmental and educational priorities of Lebanon align and are robustly attended to by comprehensive and long-term strategies and international cooperation.

References

    Cover Image by Tripoli, Lebanon on 1/31/2021 © Zwein Florient / Shutterstock

     

    Education Monitor: Around The Globe between October 1st and October 15th, 2024 Edition

    Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between October 1st and October 15th, 2024. 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.

    October-1st-till-October-15th-2024-Edition

    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.

    Educational challenges in the United Kingdom

    School children reading red books

    Written by Maria Tapias Serrano

    Picture by Thirdman via Pexels

    The United Kingdom is one of the countries that welcomes the largest number of international students into its institutions, especially to its renowned universities. However, the system is not without its challenges, dominated by budget cuts in state-funded education, endemic inequalities across society that permeate the education system, and the attainment gap between rich and poor students, which at the time of writing stands at 3.2%. [i][ii]

    The structure of the education system varies slightly across the UK, as it is a matter of the government in each country: England, Wales, Scotland, and Northern Ireland. Generally, there are five stages of education: early years or pre-school, primary, secondary, further education and higher education. All children in the age of compulsory education – from 5 to 16 – are entitled to a free place at a state school, which can be more or less elitist. As of January 2023, there were around 9 million pupils in state-funded schools, and over 2 million were eligible for free school meals. Free school meals are used to identify children from disadvantaged backgrounds.[iii]

    Over the past decade, the UK has been governed by the Conservative Party, now led by Prime Minister Rishi Sunak. Recently, the country has dealt with the exit of the UK from the European Union – a process known as ‘Brexit’ – and the Covid-19 pandemic. The pandemic left millions of children in lockdown and exacerbated existing inequalities. This exposed the shortcomings of the education system and perpetuated the attainment gap.

    Budget cuts

    Underfunding is one of the most pressing problems in the British educational system. This places a tremendous amount of strain on state-funded schools. The Institute for Fiscal Studies (IFS) reports that the 2019–2020 school year saw the most significant reduction in per-pupil spending in more than 40 years. This leads to increasing class numbers and student-teacher ratio, a shortage of resources, and even a reduction in teaching hours. There has reportedly been a 258% increase in secondary students in classes with 36 or more students since 2010. The provision of tailored and individualised attention is compromised by class sizes and reductions in support programmes, particularly for children with special educational needs. [iv]

    Additionally, teachers are taking a big toll due to the budget cuts, as schools are forced to downsize staff. This results in teachers taking on extra duties and working an average of 55 hours per week. The working conditions and increasing pressure to provide individualised teaching without enough means are making some teachers reconsider their career path, with approximately half of the teachers in maths, sciences and languages quitting after five years. Moreover, they often seem to prefer working in private institutions, with a less diverse student population to attend, which requires less additional workload. [v]

    Cuts to the budget also make some schools’ limited access to technology worse. The shift to distant schooling due to the pandemic exposed and exacerbated already-existing technologically-induced educational disparities. Children from higher poverty and economically unstable neighbourhoods have disproportionately inadequate access to technology.  In the modern world, a lack of a laptop or an Internet connection puts one’s access to opportunities at risk. Private schools typically have superior resources to equip their pupils with the most recent technology than state schools, even offering equipment that the students can take home. The government should try to provide state schools with adequate funding that responds to evolving educational needs. [vi]

    Picture by Yan Krukau via Pexels

    While it is true that since 2020, the effects of COVID-19 have put extra pressure on the government, civil society actors and journalists demand the government to do better. For instance, the NGO 1 Hour Life highlights that of the £15 billion recommended by the education recovery commissioner for England, the government only established a £1.4 billion Covid catch-up budget. [vii] Furthermore, Sonia Sodha reflects in The Guardian that the government’s policies have neglected the child’s best interests both before and after the pandemic. [viii]

    Inequality and the attainment gap

    Social inequalities have a significant effect on children and young people’s education. The UK is a country where this is particularly prominent, with a noticeable difference in performance in children from poor and wealthier backgrounds. From their early years, children are affected by the disproportion of resources. State schools in more impoverished areas, like some inner-city areas, are more affected by budget cuts as government spending per student continues to decrease. Implementation of support programmes is also inequal in some regions across England. For example, the North-East region saw a smaller implementation of Covid support programmes than schools in the South. Regarding ethnicity, in a country that is well-known for its multicultural urban areas, it’s generally students from Gypsy, Roma and Irish Traveller backgrounds who struggle the most because of higher illiteracy and language barriers among their parents. Some children with an uncertain legal status after Brexit or seeking asylum might also experience additional barriers to accessing education. [ix][x]

    A family’s wealth and well-being have a significant impact on students. Almost one in 50 children across the UK miss more than half the time they should be in school because families can’t afford transportation costs, uniforms, school supplies, or school meals. This is more than double from before the pandemic. [xi] Despite the free school meals allowance, around a third of children experiencing poverty are not entitled to it. Some children report not eating anything during school time, hiding at lunchtime to avoid watching their peers eat or being shamed for receiving the allowance. This is because an apparent differentiation between children with free school meals and the rest is made: they are only entitled to a limited selection of items at the canteen. The UK should perhaps take notice of other European countries that provide standardised meals for all students. [xii] Controlling canteen prices is also important so that child health stops being a profitable market to exploit and that children can develop properly.

    The UK must work harder to bridge the attainment gap between poor and rich students. In its voluntary national review of the UN’s Sustainable Development Goals, the government promised that no student would be left behind and fair opportunities would be ensured regardless of socioeconomic differences. [xiii] In the long term, social inequalities that the education system fails to redress are life-changing, resulting in higher drop-outs, lower grades, lower than average earnings, increased criminality, and less presence in high-powered positions.

     In the UK, where you study matters. And where you end up studying after compulsory education is highly influenced by where you study your primary and secondary education, which in turn is related to your family’s wealth. For example, in 2020, 8 elite schools, including two state schools, sent more pupils to Oxford and Cambridge than almost 3,000 other UK state schools. Although the number of young people accessing university continues to increase, socioeconomic inequalities continue to be perpetuated again in the higher education system. Students not graduating from universities with a perceived ‘legacy’ and prestige typically miss out on high-powered jobs because of prejudice from employers in the country. [xiv] ‘Legacy’ and ‘prestige’ immediately point to the University of Cambridge and the University of Oxford. They’re not the only ones, however. There are 24 universities, including these, which belong to the Russell Group – perhaps the closest version to a British Ivy League.

    British Prime Ministers and cabinet members historically attended specific colleges in these institutions. Before that, they are typically educated in all kinds of non-state, privately funded institutions with prestige. A total of 30 out of 57 Prime Ministers have been educated at Oxford, and 20 have been educated at Eton College, which has a yearly fee of £48,000. The elitism that persists in positions of power and the most influential law or accounting firms is an example of the uneven spread of opportunities to enter the most prestigious positions. It also shows the profound classism that persists in the country, where people born in certain wealth and in certain areas have access to significantly better-funded education. [xv]

    Even at a higher education level, England has one of the highest university fees in Europe: around £9,000 a year. Students typically take government loans to subsidise the cost of their studies. On the other hand, Scotland provides free university tuition for undergraduate courses for all Scottish students, aiming to achieve an inclusive education. Tuition fees, however, are not the only costs associated with university studies: with an exploitative renting market and rising living costs, 63% of students struggle to pay for their living expenses, and two in five consider dropping out of their courses. [xvi]

    Students playing croquet at Eton College in the 1970s / Picture by Annie Spratt via Pexels

    Final remarks

    It is worth mentioning that other important issues should be addressed when talking about issues in the British education system. These are topics like discrimination, increasing bullying, and prominent peer-on-peer sexual harassment. These need to be explored more deeply in further articles. This article has focused on endemic inequalities in the education system in the UK to highlight how the profoundly classist system works. At the moment, the UK proves to be a country with endemic inequalities that affect where students study, the quality of their education due to poor funding, and the ongoing struggles due to costs associated with education and the increasing cost of living. It seems to be a system that rewards those students born and graduated into privilege.

    Under the Conservative government, it is a country that has been continuously cutting down on public spending on education and public services, which would redress the effects of poverty and reduce the attainment gap. An argument can be made that addressing the digital divide, the inequalities within school populations, and redressing budget cuts is highly expensive. And it is. Nonetheless, education is a fundamental right, crucial for the development of children and the basis for a democratic society. A country that only rewards those who can afford private education and private services is doomed to be ruled by elites and have endemic inequalities. Currently, pressing challenges persist in the UK to bridge the attainment and opportunities gap between children and young people from different socioeconomic backgrounds.


    References

    1. 1 Hour Life. (2022, February 3). 5 Challenges in Education Today in the UK. https://1hourlife.org/challenges-in-education/
    2. Adams, R. (2023, October 17). Bolton graduates miss out on top jobs because of prejudice, says vice-chancellor. The Guardian. https://www.theguardian.com/education/2023/oct/17/university-of-bolton-graduates-miss-out-on-top-jobs-because-of-prejudice-says-vice-chancellor
    3. Brown, L. (2023, February 8). National Student Accommodation Survey 2023 – Results. Save The Student. https://www.savethestudent.org/accommodation/national-student-accommodation-survey-2023.html
    4. Department for Education. (2023). Education system in the UK. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/219167/v01-2012ukes.pdf
    5. Equality and Human Rights Commission. (2022). Submission to the UN Committee on the Rights of the Child: Children’s Rights in Great Britain, 56-75.
    6. Explore education statistics. (2023, September 12). Academic year 2022/23: Key stage 2 attainment. UK Government Department for Education, Explore education statistics. https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-2-attainment
    7. HM Government. (2019). Voluntary National Review of progress towards the Sustainable Development Goals: United Kingdom of Great Britain and Northern Ireland. https://assets.publishing.service.gov.uk/media/5d2f3d6aed915d2feeac49f4/UKVNR-web-accessible1.pdf
    8. O’Connell, R; Brannen, J. (2023, October 20). A Portuguese lesson on free school meals. The Guardian. https://www.theguardian.com/education/2023/oct/20/a-portuguese-lesson-on-free-school-meals
    9. Race Disparity Unit. (2023). Ethnicity facts and figures. UK Government, Race Disparity Unit. https://www.ethnicity-facts-figures.service.gov.uk/
    10. Sodha, S. (2023, October 22). Empty classroom seats reveal ‘long shadow’ of Covid chaos on Britain’s children. The Guardian. https://www.theguardian.com/commentisfree/2023/oct/22/empty-classroom-seats-reveal-long-shadow-of-covid-chaos-on-children
    11. Studee. (2023). 10 most popular countries for international students. https://studee.com/guides/10-most-popular-countries-for-international-students/
    12. The Week. (2022, October 25). Prime ministers and private schools. https://theweek.com/news/education/958294/prime-ministers-and-private-schools

    End Notes

    [i] Studee. (2023). 10 most popular countries for international students. https://studee.com/guides/10-most-popular-countries-for-international-students/

    [ii] Explore education statistics. (2023, September 12). Academic year 2022/23: Key stage 2 attainment. UK Government Department for Education, Explore education statistics. https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-2-attainment

    [iii] Department for Education. (2023). Education system in the UK. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/219167/v01-2012ukes.pdf

    [iv] Weale, S. (2023, October 18). Cuts could reduce education in England to ‘bare bones’, headteachers say. The Guardian. https://www.theguardian.com/education/2023/oct/18/risk-of-education-in-england-being-reduced-to-bare-bones-headteachers-say

    [v] 1 Hour Life. (2022, February 3). 5 Challenges in Education Today in the UK. https://1hourlife.org/challenges-in-education/

    [vi] 1 Hour Life. (2022, February 3). 5 Challenges in Education Today in the UK. https://1hourlife.org/challenges-in-education/

    [vii] 1 Hour Life. (2022, February 3). 5 Challenges in Education Today in the UK. https://1hourlife.org/challenges-in-education/

    [viii] Sodha, S. (2023, October 22). Empty classroom seats reveal ‘long shadow’ of Covid chaos on Britain’s children. The Guardian. https://www.theguardian.com/commentisfree/2023/oct/22/empty-classroom-seats-reveal-long-shadow-of-covid-chaos-on-children

    [ix] Equality and Human Rights Commission. (2022). Submission to the UN Committee on the Rights of the Child: Children’s Rights in Great Britain, 56-75

    [x] Race Disparity Unit. (2023). Ethnicity facts and figures. UK Government, Race Disparity Unit. https://www.ethnicity-facts-figures.service.gov.uk/

    [xi] Sodha, S. (2023, October 22). Empty classroom seats reveal ‘long shadow’ of Covid chaos on Britain’s children. The Guardian. https://www.theguardian.com/commentisfree/2023/oct/22/empty-classroom-seats-reveal-long-shadow-of-covid-chaos-on-children

    [xii] O’Connell, R; Brannen, J. (2023, October 20). A Portuguese lesson on free school meals. The Guardian. https://www.theguardian.com/education/2023/oct/20/a-portuguese-lesson-on-free-school-meals

    [xiii] HM Government. (2019). Voluntary National Review of progress towards the Sustainable Development Goals: United Kingdom of Great Britain and Northern Ireland. https://assets.publishing.service.gov.uk/media/5d2f3d6aed915d2feeac49f4/UKVNR-web-accessible1.pdf

    [xiv] Adams, R. (2023, October 17). Bolton graduates miss out on top jobs because of prejudice, says vice-chancellor. The Guardian. https://www.theguardian.com/education/2023/oct/17/university-of-bolton-graduates-miss-out-on-top-jobs-because-of-prejudice-says-vice-chancellor

    [xv] The Week. (2022, October 25). Prime ministers and private schools. https://theweek.com/news/education/958294/prime-ministers-and-private-schools

    [xvi] Brown, L. (2023, February 8). National Student Accommodation Survey 2023 – Results. Save The Student. https://www.savethestudent.org/accommodation/national-student-accommodation-survey-2023.html

    Educational Challenges in San Marino

    The flag of San Marino, cropped

    Written by Eliana Riggi

    Background: COVID-19 pandemic impact on school systems around the world

    The coronavirus disease, emerging in the first months of 2020, spread rapidly across countries, and it constituted an unprecedented challenge with which the entire world had to grapple. The pandemic had all-encompassing consequences for societies and states. Not only did it put a strain on national healthcare systems, but it also affected vital policy areas such as education.

    Policies and frameworks were adapted to the new reality for national educational systems to be resilient. Governmentsdevised and implemented ad hoc measures to hamper the transmission of the virus and guarantee the right to education simultaneously. School closures soon became a standard practice among countries, and they peaked in April 2020, affecting over 1.6 billion learners worldwide.

    To ensure educational continuity, states transitioned from in-person instruction towards distance teaching and learning, extensively using tools such as broadcast media (radio, TV), take-home material packages and online learning platforms. Due to the emergency context, the transition was swift in many cases, but it did require tailored and adequate support to teachers, students and families. Furthermore, quarantines and virus containment measures led to reformed learning assessment methods and high-stakes examinations.

    When a lessening of COVID-19 allowed for school reopening, the Ministry of Education coordinated with the rest of government representatives to make that safe. By and large, schools began to reopen in September 2020. Despite this, countries decided on criteria governing future school closures.

    Inevitably, the pandemic had adverse effects on learning opportunities and effectiveness. Not every student accessed remote learning because of child labour, connectivity gaps and gender inequality. Thereby, minimum learning losses were unavoidable. In an attempt to mitigate these losses, funds were provided to boost internet access and, at a later time, remedial programmes were introduced. Even after school reopening, an increase in dropout and disengagement rates was observed, especially for students belonging to low-income or rural households. [i]

    Mental issues affecting learners:  a call to action

    Therefore, it seems evident that returning to in-person instruction is not enough to make COVID-19 consequences disappear. What is more, school is not only about learning, but it is also where personal development takes place. Schooling helps children and youth forge their values, ideas, interests, social skills and career aspirations, to name but a few. For this reason, the well-being of learners is essential to safeguard their right to education.

    Undoubtedly, the mental health of students, teachers, parents and caregivers has been impacted by the pandemic.  Not only did the pandemic cause mental health issues, but it also exacerbated those already present.

    School closures, social isolation, health risks and the death of loved ones have had severe psychological implications on learners. Indeed, children and youth were deprived of the interpersonal dimension of everyday life and could only enjoy face-to-face relationships with family members unless they were infected.  A screen became the only way to communicate and to see faces without masks. [ii] Moreover, the stress linked to economic instability and educational disruptions fostered a feeling of uncertainty about studies, aspirations, and school-to-work transition, creating the perception of a hopeless future. [iii]   

    Critically, students were subjected to pandemic restrictions, but they did not engage in the decision-making processes. Even though they should have had a say in education policies, they could not easily make their voice heard, undermining their self-confidence. [iv]  

    Extensive literature underlines the need to address learners’ mental issues and advocates the provision of support services to students. Since lockdowns, governments, especially in high-income countries, have acted by setting up hotlines, recruiting counsellors or launching projects facilitating students sharing feelings and concerns. [v]

    As learning and personal development are strongly intertwined, the Council of Europe has promoted the historical study of crises in schools to help students understand how their peers reacted and felt in the past. Thus, studying history may create a sense of unity and empathy. [vi]

    Education responses to the pandemic-resulted predicament in San Marino

    The Republic of San Marino executed its plan to cope with the pandemic first and foremost by means of nationwide school closures from 23 February to 10 June 2020, but the closures continued until the end of August because of the usual summer academic break. [vii] In view of the unfolding pandemic, a mixed approach between in-person instruction and remote learning was adopted. Then, there were only partial school closures during the academic year 2020/2021. To sum up, from March 2020 to August 2021, 4,170 learners were affected by school closures, and most of them belonged to lower- and upper-secondary education levels.

    As a result of school closures, authorities opted for a distance learning strategy employing online learning platforms for all education levels. Remote learning required the government to provide teachers with instructions on remote teaching, pedagogy workshops, ICT tools and free connectivity while enabling them to teach from school premises. The coverage of online learning platforms was crucial to safeguard the right to education and educational continuity for all learners. Hence, the distance learning strategy embraced policies that did pay attention to students with disabilities. The latter could attend courses on school premises and were supported with tailored materials. For instance, sign language was included in online learning programmes. Schools committed to offering vulnerable households internet subscriptions and devices at subsidised or zero costs to foster students’ access to connectivity.

    A monitoring process was facilitated by observing students’ participation in online classes, their scheduled delivery of assignments, and their participation in written and oral tests. It is confirmed that more than 75 % of students attended distance learning during school closures. More importantly, the collaboration and mutual support between schools and families was enhanced through follow-up practices such as phone calls, instant messaging, emailing, videoconferencing and running household surveys on remote learning strategies.

    As regards high-stake examinations for the secondary level, they were not cancelled or postponed, but they took place only via online-based oral tests, and they assessed reduced curriculum content.

    As the academic year 2019/2020 was profoundly impacted by the coronavirus disease, the school calendar for the subsequent academic year 2020/2021 was adjusted with the start date on 1 September 2020, two weeks ahead of the previous schedule. The government preferred not to extend the duration of classes or the content of curricula. Learning assessments were organised at the classroom level to address learning losses, and authorities decided to launch remedial programmes in primary- and secondary-level schools as of September 2020.

    After school reopening, students’ participation was monitored, and it showed that 100 % of students had attended school since September 2020, except for upper-secondary level schools where attendance share was more than 75% but not 100%. The return to in-person instruction was combined with health and hygiene precautionary measures. In the first place, hand-washing practice, using masks, temperature checks, equipment disinfection and the tracking of COVID-19-infected or exposed people were furthered and supervised by school committees. Moreover, adjustments to school and classroom physical arrangements, reducing or suspending extra-curricular activities, and combining remote and in-person learning were the most widely enforced measures. Teaching in schools’ outdoor places was encouraged in pre-primary and primary schools, whereas the progressive return of students divided into age-based cohorts concerned only pre-primary schools. Finally, classroom attendance scheduled in shifts was promoted exclusively in lower- and upper-secondary schools.

    Since the pandemic had far-reaching consequences on education, the Republic of San Marino could rely on additional funds to recruit non-teaching safety personnel in all schools and teachers in pre-primary and primary schools in the academic year 2020/2021. However, only reallocations within the ordinary or even reduced education budget allowed the government to increase the education staff compensation, student loans and scholarships.

    In addition to the policies implemented for school reopening, the government determined coronavirus national prevalence rates as the criterion for closing schools again. [viii]

    The well-being of San Marino students: concerns and efforts

    In San Marino’s statement, delivered during the 2022 Transforming Education Summit, the then-heads of State, the Captains Regent of the Republic of San Marino, Mr Oscar Mina II and Mr Paolo Rondelli I, recognised the two main functions of education: learning and personal development. In this respect, they declared the state’s willingness to continue abiding by the principles of equality and inclusiveness. Concerning COVID-19, they emphasise the pandemic consequences on students’ mental health and the educational system’s commitment to standing up to those. [ix]

    Accordingly, San Marino authorities have been putting great effort into supporting students’ psychological well-being so far. During nationwide school closures, online counselling and teacher assistants lent learners a hand in facing pandemic hard times. In 2021, counselling points were arranged in secondary schools and the Centro di formazione professionale (vocational training centre).

    The provision of assistance soon revealed the worrisome framework compounded by the pandemic. During the academic years 2020/2021 and 2021/2022, more than 130 students turned to the counselling services. Issues such as fear, anxiety, problematic anger management, eating and mood disorders, panic attacks, bullying and self-harm were detected. In some cases, they led to truancy and dropout. [x] As well, manifold addictions rose during the pandemic and after. Among them, social media, drug, and video game addictions have been widespread.The reason why COVID-19 has aggravated addictions lies in the fact that vulnerabilities consolidated while learners were suffering isolation. Consequently, youth specifically deemed social media, drugs or video games as an escape hatch from the gloomy reality. [xi]

    Along with counselling services in secondary schools, authorities approved several projects for caring for children in pre-primary and primary schools. Both in 2021 and 2022, artists, teachers and doctors engaged together in school projects. The Giornata degli abbracci (Hugs Day) was outstanding among the initiatives. Considering that the pandemic had altered children’s emotional balance, the Giornata degli abbracci, which took place on 9 June 2022, aimed at restoring mutual trust, solidarity and good mood. [xii]  

    In December 2022, the government went one step further. After that, citizens called for the direct democracy mechanism Istanza d’ Arengo, a new professional figure, was established. Doctor Rosita Guidi has been appointed as a school psychologist. The school psychologist services are aimed at students of every level, from pre-primary to secondary schools and the vocational training centre. Dr Rosita Guidi can handle counselling requests from students, parents/caregivers, teachers and school committees. If the request concerns a minor, parents’ consent is compulsory.

    The school psychologist comes to the aid of learners, teachers and families to promote the well-being of children and youth. When necessary, the undertaking of therapy paths may be suggested. [[xiii]] Although the school psychologist can easily be contacted (directly and via email), schools endorse additional methods due to privacy considerations. For instance, lower-secondary school students can request by inserting a note filled with personal and contact information in a sealed box.

    The psychological support service has been warmly welcomed, given that, from December 2022 to April 2023, 60 requests were sent. [xiv]   

    With regard to students’ voice expression, San Marino has embarked on a renovation process planning to upgrade school curricula with interdisciplinarity, digital and citizenship competencies. The latter is meant to enhance the culture of peace, the education for sustainable development, human rights and gender education. Through this enrichment, students are on the right path to taking responsibility, raising their self-confidence and becoming active citizens in the democratic framework. [xv]

    Conclusion

    Two years after the pandemic outbreak, during the 2022 Transforming Education Summit, 57 % of governments stated the need to support the psycho-social well-being of students and teachers. Along the same line, international organisations and experts have incited states to invest steadily significant and adequate resources in supporting learners’ mental health. [xvi] Schools play a crucial role in this sensitive domain, and their role is all the more important if families do not notice psychological distress or underestimate it. San Marino has endeavoured to make the national educational system resilient to the pandemic, and its achievements have been relevant. Specifically, new counselling services have contributed to the country’s journey towards transformed education. It would be worthwhile to fund these services to a greater extent. Also, psychology training for all education staff has been proposed. [xvii] For all these reasons, even if San Marino’s educational transformation process is relatively recent, it is promising.


    References:

    [i] Soroptimist International (2021, March). Solidarity of NGOs facing the pandemic: educationhttps://www.soroptimistinternational.org/solidarity-of-ngos-facing-the-pandemic-education/ ; UNESCO, UNICEF, The World Bank (2020, October). What have we learnt? Overview of findings from a survey of ministries of education on national responses to COVID-19 https://data.unicef.org/resources/national-education-responses-to-covid19/#:~:text=Compiling%20data%20from%20surveys%20on,by%20teachers%20and%20were%20more; UNESCO, UNICEF, The World Bank and OECD (2021, June). What’s next? Lessons on Education Recovery: Findings from a Survey of Ministries of Education amid the COVID-19 Pandemic https://covid19.uis.unesco.org/wp-content/uploads/sites/11/2021/07/National-Education-Responses-to-COVID-19-Report2_v3.pdf

    [ii] Giannini, S. (2020, April). Prioritise health and well-being now and when schools reopen. UNESCO https://www.unesco.org/en/articles/prioritize-health-and-well-being-now-and-when-schools-reopen; World Health Organization (2022, June). The impact of COVID-19 on mental health cannot be made light of https://www.who.int/news-room/feature-stories/detail/the-impact-of-covid-19-on-mental-health-cannot-be-made-light-of

    [iii] International Labour Organization, AIESEC, European Union, European Youth Forum, UN Major Group for Children and Youth, UN OHCHR (2020, August). Youth & COVID-19: Impacts on jobs, education, rights and mental well-being https://www.ilo.org/wcmsp5/groups/public/—ed_emp/documents/publication/wcms_753026.pdf 

    [iv] UNESCO, Council of Europe (2021, November). The impact of the COVID-19 pandemic on student voice, Findings and recommendations https://rm.coe.int/finalpublication-theimpact-of-covid19-on-student-voice/1680a42e52

    [v] UNESCO (2021, March). One year into COVID: Prioritising education recovery to avoid a generational catastrophe, Report of UNESCO Online Conference https://unesdoc.unesco.org/ark:/48223/pf0000376984 ; UNESCO, Council of Europe (2021, November). The impact of the COVID-19 pandemic on student voice, Findings and recommendations https://rm.coe.int/finalpublication-theimpact-of-covid19-on-student-voice/1680a42e52; UNESCO, UNICEF, The World Bank and OECD (2021, June). What’s next? Lessons on Education Recovery: Findings from a Survey of Ministries of Education amid the COVID-19 Pandemic https://covid19.uis.unesco.org/wp-content/uploads/sites/11/2021/07/National-Education-Responses-to-COVID-19-Report2_v3.pdf 

    [[vi]] Council of Europe (2020, October). Making the right to education a reality in times of COVID-19, A Roadmap for Action on the Council of Europe education response to COVID-19 https://rm.coe.int/making-the-right-to-education-a-reality-in-times-of-covid-19-a-roadmap/16809fee7b

    [vii] Pre-primary school closures lasted until 7 June 2020, and the academic year 2019/2020 was extended just for them. School closures-related data can be visualised in interactive maps in the UNESCO Web Archive at the following address: https://webarchive.unesco.org/web/20220625033513/https://en.unesco.org/covid19/educationresponse#durationschoolclosures

    [viii] The information given in this section is contained in San Marino’s responses to the first and third rounds of the four-round Surveyon national Education Responses to COVID-19 School Closures. The first and third rounds of the survey were conducted respectively from May to June 2020 and from February to April 2021. The reader may find more detailed information about the four-round Surveyon national Education Responses to COVID-19 School Closures at the following address: https://tcg.uis.unesco.org/survey-on-national-education-responses-to-covid-19-school-closures/

    [ix] San Marino (2022, September). National Declaration of Commitment at the 2022 Transforming Education Summit https://www.un.org/sites/un2.un.org/files/2022/09/san_marino-commitment-statement-french-english-v.pdf . More about governments’ declarations of commitment at the 2022 Transforming Education Summit can be read at the following address: https://www.un.org/en/transforming-education-summit/member-states-statements

    [x] Salvatori, L. (2022, April). Disagio giovanile: con la pandemia, quasi quadruplicati i nuovi casi. San Marino RTV https://www.sanmarinortv.sm/news/politica-c2/disagio-giovanile-con-la-pandemia-quasi-quadruplicati-i-nuovi-casi-a222522

    [xi] Camparsi, M. L. (2023, February). Disagio giovanile e dipendenze preadolescenziali: una giornata di formazione a San Marino. San Marino RTV https://www.sanmarinortv.sm/news/attualita-c4/disagio-giovanile-e-dipendenze-preadolescenziali-una-giornata-di-formazione-a-san-marino-a236227

    [xii] Giornata degli Abbracci: importante momento di condivisione per la fine della scuola. (2022, June). San Marino RTV https://www.sanmarinortv.sm/news/attualita-c4/giornata-degli-abbracci-importante-momento-di-condivisione-per-la-fine-della-scuola-a224659

    [xiii] More details concerning the school psychologist services are available in the national education portal called Portale dell’ Educazione della Repubblica di San Marino at the following address: http://www.media.educazione.sm/on-line/home-portale-scuole-medie/la-scuola/spazio-dascolto.html

    [xiv] Giuccioli, A. (2023, April). Lo psicologo entra a scuola in aiuto di giovani e famiglie. In tre mesi oltre 60 richieste. San Marino RTV https://www.sanmarinortv.sm/news/attualita-c4/lo-psicologo-entra-a-scuola-in-aiuto-di-giovani-e-famiglie-in-tre-mesi-oltre-60-richieste-a238898

    [xv] San Marino (2022, September). National Declaration of Commitment at the 2022 Transforming Education Summit https://www.un.org/sites/un2.un.org/files/2022/09/san_marino-commitment-statement-french-english-v.pdf

    [xvi] Giannini, S. (2020, April). Prioritise health and well-being now and when schools reopen. UNESCO https://www.unesco.org/en/articles/prioritize-health-and-well-being-now-and-when-schools-reopen; World Health Organization (2022, June). The impact of COVID-19 on mental health cannot be made light of https://www.who.int/news-room/feature-stories/detail/the-impact-of-covid-19-on-mental-health-cannot-be-made-light-of ; United Nations (2023, January). Report on the 2022 Transforming Education Summit https://www.un.org/sites/un2.un.org/files/report_on_the_2022_transforming_education_summit.pdf  ; World Health Organization (2022, March). Young people leading the way to a brighter post-COVID worldhttps://www.who.int/news-room/feature-stories/detail/young-people-leading-the-way-to-a-brighter-post-covid-world

    [xvii] Camparsi, M. L. (2023, February). Disagio giovanile e dipendenze preadolescenziali: una giornata di formazione a San Marino. San Marino RTV https://www.sanmarinortv.sm/news/attualita-c4/disagio-giovanile-e-dipendenze-preadolescenziali-una-giornata-di-formazione-a-san-marino-a236227

    Education Monitor: Around The Globe between September 16th and September 30th, 2024 Edition

    Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between September 16th and September 30th, 2024. 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.

    September-16th-till-September-30th-2024-Edition

    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.