Universal Periodic Review of Azerbaijan

  • Broken Chalk is an Amsterdam-based non-profit human rights organisation focusing on the global development of human rights and education. By submitting this report, Broken Chalk hopes to contribute to the 44th Session of the Universal Periodic Review (UPR) and further the efforts made by the Republic of Azerbaijan to structure its education sector continually and positively.
  • In its third UPR cycle, the Republic of Azerbaijan received 19 human rights and education recommendations from 15 reviewing countries. Azerbaijan had diligently received and responded to some suggestions in its follow-up mid-term report of the 2018 UPR.
  • Obstacles to education still exist in Azerbaijan with the surfacing of COVID-19 challenges worldwide. According to national statistics, education in Azerbaijan needs more inclusivity and non-discrimination policies.
  • Over the past five years, from 2015 to the present, the expenditure on Education varied between 8.1 to 9.1 AZN. As of 2021, state expenditure is at 8.29% of GDP. [i] This figure is higher than in 2013 and 2014, at 7.5% and 8.3%, respectively.[ii]
by Ruwaifa Al-Riyami

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44th_Session_UN-UPR_Country_Review_Azerbaijan

[i] Gubad Ibadoghlu, Higher Education System of Azerbaijan: Country Report, (2021)

[ii] ibid

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Universal Periodic Review of Burkina Faso

  • Broken Chalk has prepared this report to contribute to the 4th Universal Periodic Review(UPR) of Burkina Faso. Broken Chalk is an Amsterdam-based NGO focused on human rights violations in education. Since the organisation’s primary mission is to fight inequalities and improve the quality of education worldwide, this report focuses on human rights, specifically education.
  • The report will first explore the main problems in the educational field in Burkina Faso, including information on what recommendations Burkina Faso received in the 3rd cycle UN UPR review in 2018 and the actions are taken to improve education. Then Broken Chalk offers some practical suggestions to Burkina Faso to enhance human rights in education further.
  • In the last review, Burkina Faso received 204 recommendations, and it supported 184 recommendations focused on the legal and general framework of implementation, universal and cross-cutting issues, civil and political rights, economic, social, and cultural rights, women’s rights, and rights of other vulnerable groups and persons. These recommendations will help Broken Chalk evaluate how Burkina Faso is performing according to the goals it set in 2017.
  • Quality education is a vital pillar of our society. It enables long-term growth and development, helps the integration of minorities and foreigners and shapes the future of the young ones in the community. Education in Burkina Faso has a very similar structure to the rest of the world, primary schools, secondary schools, and higher education. The academic year in Burkina Faso runs from October to July. The Education Act means that schooling is compulsory between 6 and 15, but unfortunately, this is only sometimes enforced. The education system is based on the French model, and the French language is taught in all Burkina Faso schools. According to Worldorld Bank, it is notable that approximately 56% of youth have no formal education and 16% of youth have attained at most incomplete primary education, meaning that in total, 72% indicating that 15-24 years old have not completed primary education in Burkina Faso.
by Ruth Lakica

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Universal Periodic Review of Bangladesh

  • Broken Chalk drafted this report to contribute to Bangladesh’s fourth Universal Periodic Review (UPR). Since Broken Chalk is specifically concerned with human rights and inequalities in education, this report focuses on human rights, particularly in the education field of Bangladesh.
  • This report first explores the main issues in education in Bangladesh while also reflecting on the recommendations Bangladesh received in the last review and its progress since 2018. Then, Broken Chalk offers some practical suggestions to Bangladesh on further improving human rights in education.
  • In the last review, Bangladesh received 251 recommendations and accepted 178. 11% of the recommendations focused on reducing inequalities, 17% on gender equality and 7% on reducing poverty, all interconnected with education.
  • High-quality, accessible and inclusive education is essential for a country’s long-term sustainable development. Education shapes the people of future society, helps integrate minorities and foreigners, and enables innovation and growth. According to the Human Rights Measurement Initiative, Bangladesh is doing 82.5% of what it could do with its national income to ensure the right to education[1]. Although this score is relatively high, it still illustrates the gap between actual and feasible states regarding education.
by Réka Gyaraki

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44th_Session_UN-UPR_Country_Review_Bangladesh

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

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Universal Periodic Review of Cape Verde

  • Broken Chalk is a non-profit NGO that investigates and reports human rights violations in education worldwide while advocating for and supporting human rights-focused educational development. By submitting this report, Broken Chalk aims to contribute to the 44th Session of the Universal Periodic Review (UPR) of Cape Verde with a focus on the education sector, encouraging the country to continue its improvement efforts and providing further insight into how to overcome current challenges and deficiencies regarding human rights in education.
  • On the third UPR Cycle, Cape Verde received 18 recommendations from 17 reviewing countries. Those included multiple encouragements to ratify the Convention Against Discrimination in Education, the recommendation to education to former detainees or inmates, to extend free education to secondary school levels, to ensure access to education and improve (adult) literacy rates in rural areas (especially for women), to reduce gender inequality in education, and to continue enhancing and resourcing the Education Strategic Plan 2017–2021 to provide quality education for all and securing education access to vulnerable collectives.[i]
  • Regarding Human Development, the 2019 Cape Verde’s Index is 0.665, above the average for countries in the medium human development group and above the Sub-Saharan Africa average.[ii] However, regarding ensuring the right to education, against an income-adjusted benchmark, Cape Verde scored 82%, with sub-scores indicating significantly lower performance in secondary education provision than in primary education provision, all of which suggests that there still is much room for improvement.[iii] The Covid-19 pandemic, climate change shocks and the Russo-Ukrainian war effects on the global economy have exacerbated the reported preexisting inequalities by increasing poverty and unemployment in the country.[iv] Moreover, Cape Verde is considered a Small Island Developing State (SIDS), which faces specific challenges due to its remoteness, small size and susceptibility to climate and economic shocks.[v]
by Joan Vilalta

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44th_Session_UN-UPR_Country_Review_Cape_Verde

 

[i] UPR Info Database (n.d.). Retrieved from: https://upr-info-database.uwazi.io/en/library?q=(allAggregations:!f,filters:(cycle:(values:!(%27567eec7b-d5ab-4c36-a712-57c38fae9124%27)),issues:(values:!(%27660e6cc6-8624-4858-9cfd-ae4051da1241%27)),state_under_review:(values:!(mqylicwt2a))),includeUnpublished:!f,order:desc,sort:creationDate,treatAs:number,types:!(%275d8ce04361cde0408222e9a8%27),unpublished:!f)

[ii] National Qualifications Framework (NQF) Cabo Verde. (2021). Cabo Verde NQF Update 2021. Retrieved from https://acqf.africa/resources/mapping-study/cape-verde-country-report-update/@@display-file/file/Cabo%20Verde_NQF%20UPDATE%202021.pdf

[iii] Human Rights Measurement Initiative (HRMI). (n.d.). Cape Verde – Equality and Non-Discrimination. Retrieved April 5, 2023, from: https://rightstracker.org/en/country/CPV?pb=adjusted&tab=report-esr&gactive=female&gactive=male&gactive=all

[iv] National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

[v] Ferreira, E. S., & Loureiro, S. M. C. (2021). Challenges of a small insular developing state: Cape Verde. Revista de Estudios e Investigación en Psicología y Educación, (1), 125-134.

 

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Universal Periodic Review of Canada

 

  • This report drafted by Broken Chalk contributes to the fourth cycle of the Universal Periodic Review for Canada. This report focuses exclusively on human rights issues in Canada’s education field.
  • In the previous UPR cycle, Canada received 275 recommendations and accepted 208 recommendations. Of this, 7% of the recommendations were based on the Sustainable Development Goal of “Quality Education”.
  • This report first explores the main issues in the educational field in Canada, reflecting on the recommendations Canada received in the 3rd cycle UN UPR review in 2018 and its progress since. Finally, Broken Chalk offers some suggestions to Canada on further improving its human rights in the educational field.
  • As per the letter by the High Commissioner to the Foreigner Minister, issues were raised explicitly for the right to education, which included making education accessible for the Indigenous students, making education culturally acceptable to them, increasing the level of educational attainment of African Canadian children, prevent marginalisation, reduce dropout rates of African Canadian children, emphasis to be laid on non-discrimination and focusing on inclusivity in education, particularly for minority groups and the person with disabilities.[i]

by Caren Thomas

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[i] Letter by the High Commissioner to the Foreign Minister, 2018.

Universal Periodic Review of Colombia

 

  • Broken Chalk drafted this report to contribute to Colombia’s Universal Periodic Review (UPR). Broken Chalk is an organisation that fights against violations of Human Rights and improves the quality of Education around the globe. This report will discuss Colombia’s main challenges regarding education and what issues could be Finally, Broken Chalk will offer some recommendations for Colombia based on the matters raised.
  • In the 2018 review, Colombia received 211 recommendations and supported 183 proposals for adopting its UPR outcome. Those were related to the legal and general framework of implementation, universal and cross-cutting issues, civil and political rights, economic, social, and cultural rights, women’s rights, and rights of other vulnerable groups and persons.
  • Regarding education, those recommendations focused on guaranteeing equal access to education, paying particular attention to children living in rural areas and minorities; implementing sexual education programs; enhancing literacy rates; and ensuring the enrolment of persons with disabilities at all levels of education.
  • In 2018, Colombia was reported to be the second most unequal country globally because of an unequal model, malnutrition, and lack of access to education and health.[1] Concerning education, Colombia rates below when compared to OECD countries and other partner countries in multiple indicators, such as, among others, the adults with tertiary qualification; children enrolled in early childhood education programs; spending on pre-primary educational institutions; the share of women among general upper secondary graduates; enrolment rates between 6 to 24 years old.[2]
  • As these indicators illustrate, there are evident efforts still to be made and improvements to be implemented to create a better education system which sits on the foundations of equality, inclusivity, and accessibility.

by Laura García

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44th_Session_UN-UPR_Country_Review_Colombia

 

[1] UN General Assembly, 2018. Resumen de las Comunicaciones de las Partes Interesadas sobre Colombia, Consejo de Derechos Humanos. Retrieved from: https://documents-dds-ny.un.org/doc/UNDOC/GEN/G18/061/12/PDF/G1806112.pdf?OpenElement

[2] OECD, 2022. Colombia: Overview of the education system, Education GPS. Retrieved from: https://gpseducation.oecd.org/CountryProfile?plotter=h5&primaryCountry=COL&treshold=5&topic=EO

 

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Universal Periodic Review of Cuba

  • Broken Chalk drafted this report to contribute to the fourth Universal Periodic Review of Cuba. The information will first explore the current educational system that exists within the country, how other countries can look at Cuba as a case study to better improve and understand the education system that exists within their land and then look into further recommendations to be made to Cuba to improve human rights education further. It is to be noted that this report only focuses on human rights within the field of education in the country of Cuba.
  • According to the sub-section “Right to Education” within the report from the third cycle, when it comes to education rights within the country, Cuba is one of the only Latin American countries that has achieved its education objectives, allowing the country to be ranked 28th on the Education for all Development index.

by Sharandeep Bose

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Universal Periodic Review of Germany

  • Broken Chalk drafted this Report to contribute to Germany’s Universal Periodic Review (UPR). This Report discusses the main challenges Germany faces regarding education and offers recommendations based on those challenges.
  • The German education system comprises preschool, primary, secondary and tertiary education. Furthermore, although education is compulsory at the primary and secondary levels (until age 15), German education generally lasts until age 18.
  • Moreover, the German education system is mainly run by the State (more precisely, the Federal Ministry of Education and Research) and is free to attend.
  • Globally, Germany ranks high in education, and the PISA report shows that German students generally have good well-being.[i] However, as this report will show, among other things, there are inequalities between the highest- and the lowest-performing students. This inequality is mainly due to socioeconomic disparities in the country.[ii]

by Asha Ouni & Camille Boblet-Ledoyen

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44th_Session_UN-UPR_Country_Review_Germany

[i] PISA Report, A. Schleicher, “PISA 21018”, ECD 2019.

[ii] G. Buswell, “The German Education System”, EXPATICA, 11 January 2023.

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Universal Periodic Review of the Russian Federation

  • The Russian Federation has provided free state education since its formation in 1991. The Ministry of Education and Science centrally regulates education, while regional authorities may regulate and control education within their competencies and the helpful framework of federal law.
  • In recThe Russian Federation has shown significant progress in early childhood education rates in recent years. Enrolment of 3–5-year-olds has increased from 53% in 2005 to 83% in 2017, only slightly below the OECD average of 87% in 2017 (although there are still regional inequalities among enrolment rates). [i] 99% of children in early childhood education attend a public institution.
  • It is also impressive that 95% of adults between 25 and 64 have completed upper secondary education, well above the OECD average of 79%. [ii]
  • Broken Chalk is pleased to note that the share of people with tertiary education in the Russian Federation is among the highest among the OECD countries: 63% of 25–34-year-olds, compared to an OECD average of 44%.[iii] Moreover, in 2018, 63% of young adults aged 25-34 in the Russian Federation had completed tertiary education, the second highest rate after South Korea and significantly higher than the OECD average of 44%.[iv]
  • Despite all the improvements, the country’s educational sector does show severe issues. Problems often relate to regional inequalities, socioeconomic inequalities, and discrimination based on ethnicity.
  • The Russian Federation still spends one of the lowest amounts per student (USD 8 4791 in 2016) among the OECD countries: merely half the amount of the OECD average (USD 15 556).[v] Despite this, Russian students score 481 points in reading literacy, mathematics, and science, just below the OECD average of 488 issues in the Programme for International Student Assessment (PISA). [vi]
  • As the Russian Federation ratified the Convention on the Rights of the Child in 1990, the state must commit to carrying out its duties and obligations, including the insurance of free compulsory education and equal opportunity for all children. Broken Chalk urges the Russian Federation to address all issues which prevent the realisation of the rights set out in the Convention.

by Johanna Farkas

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[i] OECD. “Education at a Glance: Russian Federation.” OECD. OECD, 2019. https://www.oecd.org/education/education-at-a-glance/EAG2019_CN_RUS.pdf. (Accessed 19 January 2023); 1, 3.

[ii] OECD. “OECD Better Life Index.” www.oecdbetterlifeindex.org. https://www.oecdbetterlifeindex.org/countries/russian-federation/. (Accessed January 12, 2023).

[iii] OECD. “Education at a Glance: Russian Federation.” OECD. OECD, 2019. https://www.oecd.org/education/education-at-a-glance/EAG2019_CN_RUS.pdf. (Accessed 19 January 2023); 1.

[iv] OECD. “Education at a Glance: Russian Federation.” OECD. OECD, 2019. https://www.oecd.org/education/education-at-a-glance/EAG2019_CN_RUS.pdf. (Accessed 19 January 2023); 2.

[v] OECD. “Education at a Glance: Russian Federation.” OECD. OECD, 2019. https://www.oecd.org/education/education-at-a-glance/EAG2019_CN_RUS.pdf. (Accessed 19 January 2023); 2.

[vi] OECD. “OECD Better Life Index.” www.oecdbetterlifeindex.org. https://www.oecdbetterlifeindex.org/countries/russian-federation/. (Accessed January 12, 2023). https://www.researchgate.net/publication/337821304_Educational_Inequality_in_Israel_From_Research_to_Policy. (Accessed 19 September 2022); 14.

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