Universal Periodic Review of Romania

  • This report was drafted by Broken Chalk to contribute to the fourth Universal Periodic Review (UPR) of Romania. Broken Chalk is an Amsterdam-based NGO focused on human rights violations in the field of education. Since Broken Chalk is an organization fighting inequalities and improving the quality of education worldwide, this report focuses on human rights, especially with regards to education.
  • This report first explores the main issues in education in Romania, the recommendations Romania received in the last review and its progress since 2018. Then, Broken Chalk offers some practical recommendations to Romania to further improve human rights in education.
  • In the last review, Romania received 203 recommendations and accepted 163. 26% of the recommendations focused on reducing inequalities and 14% were linked to inclusive quality education and lifelong learning. Romania has submitted a voluntary midterm report about the implementation of the accepted recommendations received in the 3rd cycle of the UPR.
  • Quality education is a vital pillar of society. It enables long-term growth and development, helps the integration of minorities and foreigners, and shapes the people of future society. According to the Human Rights Measurement Initiative, Romania is doing 65% of what it could possibly do with its national income when it comes to ensuring the right to education[i]. With this score, Romania is the last one of all European countries.

by Réka Gyaraki

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[i] Human Rights Measurement Initiative. (2022). Rights to Education

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Universal Periodic Review of Serbia

  • This report has been prepared by Broken Chalk to contribute to the 4th Universal Periodic Review [UPR] of Serbia. Broken Chalk is an Amsterdam-based NGO focused on human rights violations in the field of education. Since the organisation’s main mission is to fight inequalities and improve the quality of education worldwide, this report focuses on human rights specifically with regards to education.
  • The report will firstly explore the main problems in the educational field in Serbia, including information on what recommendations Serbia received in the 3rd cycle UN UPR review in 2018 and what actions they have taken to improve education. It offers a comprehensive set of recommendations for Serbia based on experience, research and best practices that can help the country to further improve human rights in the educational sphere.
  • Serbia was last reviewed in 2018, during the 3rd UPR cycle, where it received 190 recommendations and supported 175 of those. 8% of the recommendations focused on quality education, Goal 4 of the Sustainable Development Goals [SDG]. In addition, 41% of the recommendations dealt with justice and strong institutions (SDG 16), 17% with gender equality (SDG 5) and another 17% with reducing inequalities (SDG 10). These can all be linked to education and ensuring human rights in that field.
  • In February 2021, Serbia submitted a voluntary midterm report to illustrate its improvement and progress on human rights and the implementation of the 3rd cycle recommendations.
  • Serbia ranked 63rd out of the 191 participating countries on the Human Development Index in 2021, thereby classifying as “very high” on the human development classification.[i] According to the Human Rights Measurement Initiative’s tracker, Serbia is doing 89% of what it could possibly do when it comes to ensuring the right to education considering the country’s level of income.[ii]

by Olga Ruiz Pilato & Réka Gyaraki

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[i] United Nations. (n.d.). Human Development Index Serbia

[ii] Human Rights Measurement Initiative Rights Tracker. (n.d.). Serbia

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Universal Periodic Review of Liechtenstein

  • This report was drafted by Broken Chalk to contribute to the fourth Universal Periodic Review [UPR] of Liechtenstein. Broken Chalk is an Amsterdam-based NGO focused on human rights violations in the field of education. Since Broken Chalk is an organization fighting inequalities and improving the quality of education worldwide, this report focuses on human rights, especially with regard to education.
  • This report first explores the main issues in education in Liechtenstein, the recommendations Liechtenstein received in the last review and its progress since 2018. Then, Broken Chalk offers some practical recommendations to Liechtenstein to further improve human rights in education.
  • In the last UPR cycle of 2018, Liechtenstein received 126 recommendations, out of which it accepted 84. Out of these recommendations 6%, meaning 4 recommendations, were linked to the 4th goal of the Sustainable Development Goals [SDG], namely ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.[i]
  • Quality education is a vital pillar of society: it enables long-term growth and development, helps minorities and foreigners’ integration, and shapes future society.
  • The HMRI Rights Tracker of the Human Rights Measurement Initiative assesses how well a country could be using its financial resources when it comes to multiple factors. These factors include quality of life, one subsection being education, safety from the state, and empowerment. Unfortunately, there is no available data about Liechtenstein on the HRMI Rights Tracker. Therefore, one cannot assess if Liechtenstein’s performance in education is rated ‘very bad’, ‘bad’, ‘fair’ or ‘good’.[ii]

by Vivien Kretz

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[i] “OHCHR | Universal Periodic Review – Liechtenstein.” n.d. OHCHR. Accessed September 26, 2022.

[ii] “Liechtenstein – HRMI Rights Tracker.” n.d. Accessed September 27, 2022. https://rightstracker.org.

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Universal Periodic Review of Mali

The Malian education system

  1. Education in Mali is free, compulsory between the ages of 7, and 16 or until the end of the ninth grade Primary education is the first six years, and the last six years are divided into two three-year cycles of secondary education. [i]
  2. To continue with the second level of secondary education, students take an exam called Diplôme d’études fondamentales at the end of the ninth grade.[ii]
  3. At the end of grade 12, students sit for an exam called the Baccalauréat, which is required to pass in order to graduate. From there, students may attend an institute of tertiary education.

Budget on Education

  1. In 2020, the Malian state budget for education amounted to USD 637.3 million. Only 13% of the national budget was allocated to the construction of classrooms and 4.8% to the acquisition of teaching materials. [iii]

Overview of the previous UN UPR cycle

  1. In its national report prepared for the 2017 UN UPR, Mali particularly emphasized the significant development in the education sector because of implementation of the Ten-Year Educational Development Programme, the Education Sector Investment Programme. [iv]
  2. The Malian Government has continued to strengthen vocational education, including with the support of the international community through the implementation of several projects and programmes, including the Youth Employment Programme and the Ten-Year Vocational Training for Employment Programme. [v]
  3. In the previous UPR cycle, Mali received 194 recommendations and accepted 187. Sixteen of the recommendation was regarding the right to education. Five percent of the recommendations was on Quality of the Education. Mali supported all of those recommendations.[vi]

By Ramazan Ince

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[i] https://www.scholaro.com/db/countries/Mali/Education-System

[ii] https://borgenproject.org/education-in-mali/#:~:text=In%20Mali%2C%20the%20first%20six,the%20end%20of%20grade%20nine.

[iii] https://reliefweb.int/report/mali/mali-insecurity-and-lack-funding-force-over-half-million-children-out-school

[iv] https://documents-dds-ny.un.org/doc/UNDOC/GEN/G17/333/47/PDF/G1733347.pdf?OpenElement

[v] https://documents-dds-ny.un.org/doc/UNDOC/GEN/G17/333/47/PDF/G1733347.pdf?OpenElement

[vi] https://www.ohchr.org/sites/default/files/lib-docs/HRBodies/UPR/Documents/Session29/ML/MALI_Infographic_29th.pdf

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Universal Periodic Review of Tonga

  • This report was drafted by Broken Chalk to contribute to the fourth Universal Periodic Review (UPR) of Tonga. Broken Chalk is an Amsterdam-based NGO focused on human rights violations in the field of education. Since Broken Chalk is an organization fighting inequalities and improving the quality of education worldwide, this report focuses on human rights, especially with regard to education.
  • This report first explores the context of Education in Tonga. Secondly, it brings the attention to the main issues this country is currently facing regarding the Right to Education. Finally, Broken Chalk offers a few recommendations to Tonga to further improve this specific field.
  • In the last UPR cycle of January 2018, Tonga received 110 recommendations, out of which it accepted 52 at the adoption of its UPR outcome at Human Rights Council. Out of these recommendations 4%, were linked to the 4th goal of the Sustainable Development Goals (SDG), namely ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.[i]

[i]“OHCHR | Universal Periodic Review – Tonga.” OHCHR | Universal Periodic Review – Tonga

By Serena Bassi

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Universal Periodic Review of Luxembourg

  • This report has been drafted by Broken Chalk to contribute to the 4th cycle, 43rd session of the Universal Periodic Review [UPR]. Since Broken Chalk is an organization aimed at fighting inequalities and improving the quality of Education worldwide, this report will focus on Education.
  • First, the report brings attention to the main issues in which Luxembourg could improve in regard to the Right to Education. Secondly, the report individuates some topics that could be tackled through Education. In doing so, Broken Chalk will commend Luxembourg for the efforts made and actions taken to improve Education and to use Education to bring awareness to other human rights topics. Lastly, in view of the points raised, Broken Chalk would like to offer a few recommendations to Luxembourg to continue improving in the field of Education.
  • In the last review of Luxembourg of 2018, the state received 149 recommendations, 7% of which were linked to the 4th goal of the Sustainable Development Goals (SDG)[i], namely ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
  • Luxembourg has stated that it believes the indivisibility of human rights to be a core principle, underlining that economic, social and cultural rights – among which there is the right to Education – are pivotal in guaranteeing the well-being of all. Luxembourg further expresses its commitment to the 2030 Agenda for Sustainable Development.[ii]

[i] United Nations Human Rights Council. (2018, January). Universal Periodic Review – Luxembourg, Infographic

[ii] Luxembourg. (2017, November 13). National report submitted in accordance with paragraph 5 of the annex to Human Rights Council resolution 16/21 – Luxembourg, para. 3

by Francisca Orrego Galarce

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Universal Periodic Review of Israel

The Israeli education system

  • The 1949 Compulsory Education Act was the first official legal action taken in Israel to enforce compulsory education, ensuring free school attendance for children, for 9 years, from age 5. In 2009, compulsory education was extended until grade 12, and in 2016 compulsory school enrolment was lowered to age 3.
  • State-funded Israeli general education works along a four-stream system, which provides secular, religious, and ultra-Orthodox (Haredi) educational institutions for Jewish Israelis. There are Arabic schools for the Arab, Bedouin, Christian Arab, and Druze Israeli minorities.
  • Hebrew-speaking schools are managed by Jewish principals while schools teaching in Arabic are coordinated by Arab principals. However, all principals are subjugated to a centralised Israeli administration, funding, and curriculum which ensures similar requirements and teacher-salaries.
  • Despite compulsory education starting at age 3, 47% of children are already enrolled in an educational institution before age 2. 99% of children between 3 and 5 was enrolled in an educational institution in 2019. 
  • It is commendable that more than half of the population, between 25 and 64 years-old, held tertiary attainment in 2019.
  • Broken Chalk is pleased to note that Israel spends 6.7% of its GDP on education which is above the 4.9% OECD average.
  • Between 2003 and 2017 dropout rates have fallen from 9.9% to 7.6% which is particularly remarkable since it ‘occurred primarily among the weakest students in the system’.
  • Despite all the investments and successes, the Israeli educational sector does show severe issues. Problems in the system are often related to the inequalities of the four-stream educational system, socioeconomic inequalities, and discrimination based on ethnicity.
  • For instance, Israel has one of the highest gaps in achievement, based on the best and worst performing students in PISA, among OECD countries.
  • Furthermore, enrolment numbers decline as studies proceed: enrolment amounted to 96.5% between age 6 to 14, while it was of 66.1% between age 15 to 19, in 2019.
  • As Israel has ratified the Convention on the Rights of the Child [CRC] in 2005, the state must commit to carry out its duties and obligations which include the insurance of free compulsory education and equal opportunity for all children. Thus, Broken Chalk urges Israel to address all issues which prevent the realisation of the rights enshrined in the CRC. 

Overview of the previous UN UPR cycle

  • In its national report prepared for the 2018 UN UPR, Israel particularly emphasized its efforts to ensure human rights in its territories, including access to education. Israel promised to work for closing educational gaps, and for the integration of minorities into the Israeli society, also through education. Efforts are reflected in the Resolution project from 2014-2017 targeting Druze communities to improve their education, and in the efforts to provide state funded higher education for the Arab communities through the CHE academic colleges.
  • Israel took further steps in expanding the number of years spent in education by lowering the obligatory school entrance age to age 3 and expanding after-school day-care services in 2017.
  • In the previous UPR cycle, Israel received 5 recommendations regarding the right to education, focusing on narrowing the inequality gap among different ethnicities. Israel supported 3 of these recommendations, however it rejected 2 which regarded the issues existing in Area C of the occupied territories in West Bank (see section IV.).

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Universal Periodic Review of France

This report is a contribution by Brokenchalk to the fourth Universal Periodic Review (UPR) of  France. Broken Chalk is an Amsterdam-based NGO established in 2020 and focused on raising awareness and minimizing human rights violations in the educational field. Our goal is to work together with global partners to remove barriers to access to education and to take concrete steps to ensure universal access to education. Therefore, this report will focus on human rights violations in regards to education in France.

Introduction

  1. Broken Chalk is a non-profit organisation that focuses on developing each country’s educational system to improve the level of human rights on the global level. Therefore, this report will focus on education. By drafting this report, Broken Chalk intends to assist with France’s 4th Universal Periodic Review [UPR]. First, the report will analyse the most important issues that France faces regarding the Right to Education. Then, it will shed light on some issues that should be solved by the French government. Finally, Broken Chalk will provide a few recommendations to France to further improve education.
  2. In the last review of France of 2017, the Republic of France received 89 recommendations and observations from 7 different human rights mechanisms, that focused on education and other issues such as gender gap, discrimination and human trafficking, which affect education’s access, outputs, and outcomes.
  3. The French educational system is based on the principles of the 1789 revolution. Indeed, the structure of the French educational system can be traced back to Napoleon’s First Empire (1804-1815)[i]. The educational system is divided into three stages: primary education, secondary education, and higher education. In France, most of its elementary and secondary schools, as well as its universities, are public institutions that have highly centralized administrations[ii]. Moreover, the curricula at primary and secondary schools are standardised across all schools, for a given grade.
  4. The Preamble to the French Constitution stipulates that it is the “state’s duty to provide free, non-religious public education at every level”[iii]. Therefore, the state must develop a clear roadmap for the training routes, national programmes, organisation and content of curricula. It must also lead and evaluate education policies to ensure overall consistency of the education system.

[i] Educational Policies: France (2014)

[ii] French Ministry of Education

[iii] European Agency; Fundamental principles of the French educational system

by Faical Al Azib

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Universal Periodic Review of United Arab Emirates

  • This report is a contribution by Brokenchalk to the fourth Universal Periodic Review (UPR) of the United Arab Emirates (UAE). Broken Chalk is an Amsterdam-based NGO established in 2020 and focused on raising awareness and minimizing human rights violations in the educational field. Our goal is to work together with global partners to remove barriers to access to education and to take concrete steps to ensure universal access to education. Therefore, this report will focus on human rights violations in regards to education in the UAE. 
  • In the third session of the Universal Periodic Review (UPR), the UAE accepted 100 recommendations from the Council in full, partially accepted 7 recommendations and took note of 54 recommendations. In regards to education, recommendations referred to the explicit prohibition of child violence in schools (Estonia) and in all settings (Montenegro), non-discrimination and advancement of equal opportunities in schools  , mandatory and free primary education for all children on the territory (Peru) and the promotion of human rights through the curricula in schools (Egypt). There were 4 other recommendations, which referred to the issue of providing “better services to persons with disabilities, in particular in education” (Singapore).    
  • Since the last cycle, the UAE has undergone ambitious educational developments and reforms under the 2017-2021 education strategy, Vision 2021. The plan has prioritized six main objectives: a safe society, a fair judicial system, a sustainable environment, an integrated infrastructure, and a shift towards a knowledge-based economy, assisted by the creation of a first-rate education system. 
  • The Ministry of Education has prioritized the development of the highest global educational standards for students and teachers, based on innovation and competitiveness. In line with this, the UAE Vision 2021 states that the new National Agenda aims to “promote an inclusive environment that integrates all segments of society while preserving the UAE’s unique culture […]”.  
  • This report will signal the major issue areas regarding the protection of human rights in education and it will furthermore acknowledge the attempts to promote human rights regarding education. Lastly, it will provide the appropriate comments and recommendations. 

by Bianca Balea

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Universal Periodic Review of Montenegro

  • Montenegro’s roughly 620 thousand population has somewhat multicultural assets with approximately 20 to 30 thousand Roma people and a significant Egyptian and Askhaeli community. 
  • As the 2018 Civil Rights Defenders’ report highlights, there is a systematic discrimination against minority groups in Montenegro which affects all aspects of their lives. This is reflected in high unemployment rates, low enrolment rates in educational institutions, and poor living conditions. 
  • Roma and Egyptian children are disadvantaged in the education system, and their attendance rate and enrolment rates in educational institutions reflects this. For instance, only 190 Roma children were attending in preschool in 2017, although it is an improvement compared to the previous year where 103 was enrolled in preschool. 
  • The high primary school drop-out rate of 11% among Roma and Egyptian children further demonstrates the seriousness of the issue, as only 49% of Roma children enrol in secondary education.
  • According to the National Platform on Roma Integration Montenegro report in 2018, the country was recommended to work more on the inclusiveness of Roma people in education and to enhance their social and academic chances to achievement. 1860 Roma children were enrolled in primary school in 2018, while their number was only 1622 in 2017 which shows positive patterns in terms of enrolment. As for secondary school, their number reached 142 in 2018, which also shows improvements compared to the 112 students who were enrolled in 2017. However, only 27 Roma students studied at the university level in 2018.
  • It is also common, that children from lower socioeconomic background have difficulties in accessing education and are more likely to drop out of school. Socioeconomic status also often collides with ethnicity, meaning that many Roma and Egyptian children have difficulties in accessing educational facilities and institutions. They often cannot afford to buy the necessary equipment for school, neither can they pay for transportation, while children having to help parents to make ends meet is not uncommon either.
  • To increase the number of enrolled students and to reduce dropout rates, it is important to support families and communities coming from lower socioeconomic backgrounds. Providing free transportation to school and mediators, especially for Roma and Egyptian children, can have a significantly positive impact on enrolment rates.
  • Broken Chalk welcomes the government’s efforts in taking measures to provide scholarships and mentoring programs to children from low socioeconomic background to enhance their enrolment rate in schools and universities. 
  • Child labour in Montenegro is also a serious issue. Children are frequently forced to beg on the streets or are subject to sexual exploitation and all forms of human trafficking. 
  • Montenegro has taken some steps to combat this issue, such as introducing a new labour law that regulates the working conditions of minors. The government has also increased the budget allocated for labour inspections to investigate the working conditions of minors. However, the research found that programs directed to stop children’s work on the streets like forced begging are not effective. The state did take some steps to deal with victims of trafficking, such as establishing an identification team for victims and an operational team that helps to tackle human trafficking. 
  • Despite all efforts, there is still a lot to improve, particularly regarding the legal system which would need special legal advisors who are equipped with the necessary skills to deal with human trafficking cases, especially when they involve minors.
  • Another crucial issue to address is corporal punishment against children in schools and in households in Montenegro. While laws and regulations prohibit such practices in all settings, it is still not entirely eliminated. To ensure the safety and rights of children, Montenegro adopted changes in schools, primary health care, and social services in this regard, especially after research showed that the suicide rates and drug abuse are higher among those who experienced physical abuse during their childhood.

By Noor Mousa

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