Universal Periodic Review of New Zealand

This report drafted by Broken Chalk contributes to the fourth cycle of the Universal Periodic Review for New Zealand. This report focuses exclusively on human rights issues in New Zealand’s education field.

  • The education system of New Zealand consists of three levels. Early childhood education is from birth to school entry age. Primary and secondary education ranges from 5-19 years of age. Schooling is compulsory from ages 6-16. Once this is completed, students move to higher and vocational education.
  • Early Childhood Education (ECE) is not compulsory; however, it is attended by 96.8% of children. It is important to note that there are different types of ECE services.[i] The kind of learning that the children receive at an ECE service or Kōhanga Reo follows the guidance of the Te Whāriki curriculum framework.
  • The Te Whāriki curriculum framework has two pathways. Te Whāriki a te Kōhanga Reo is an indigenous approach which is deeply rooted in te reo Māori for Te Kōhanga Reo. Te Whāriki Early Childhood Curriculum is a bicultural framework for early childhood services. Both frameworks are distinct and hold equal significance in their respective contexts.[ii]
  • Te Kōhanga Reo entails a Māori immersion environment for tamariki and their whanau. It caters to tamariki from birth to school age.[iii]
  • Education is free in schools across all government-owned and funded grades. This free education is applicable if you are a New Zealand citizen or a permanent resident.
  • In the Māori medium of education, students are taught at least 51% of the education in Māori language. In English-medium schools, students learn te reo Māori as a language subject. The Māori language is also used in English-medium schools for teaching curriculum subjects up to 50% of the time. The English-medium schools follow the New Zealand Curriculum, whereas the Māori-medium schools follow a curriculum based on Māori philosophies.[iv]

By Caren Thomas

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46th_Session_UN-UPR_Country_Review_New_Zealand_S

References

[i] Ministry of Education. “Education in New Zealand.” Accessed September 25, 2023. https://www.education.govt.nz/our-work/our-role-and-our-people/education-in-nz/#Early

[ii] Te Whāriki Online. “Te Whāriki Online”. Accessed September 25, 2023. https://tewhariki.tki.org.nz

[iii] Ministry of Education. “For parents and whānau.” Accessed September 25, 2023.  https://parents.education.govt.nz/early-learning/early-childhood-education/different-kinds-of-early-childhood-education/

[iv] Ministry of Education. “Education in New Zealand.” Accessed September 25, 2023. https://www.education.govt.nz/our-work/our-role-and-our-people/education-in-nz/#Early

Cover image by Ronnie Macdonald on Flickr.

Indigenous Languages: An extinction of interwoven narratives

Written by Caren Thomas

The world is a mosaic of culture and diversity. However, there is a continuous depletion in the inclusion of indigenous languages within this mosaic. The way in which conversation revolves around indigenous languages shows us that universality continues to remain a mirage.

We need to recognise the beauty and enrichment that comes from these languages. It spreads awareness about the language, cultures and traditions. Indigenous languages inform us about a community that has been wiped from the face of the earth. Indigenous languages contain intricate threads that help weave together identities and histories. The presence of the rich cultural heritage and other vibrant expressions and traditional knowledge in the form of ancestral wisdom from these indigenous languages recognises the need to be preserved and revitalised.

Revival of what is lost helps develop identities of potential persons who belong to these communities and are unaware of the same. Society must realise that recognition and revival of indigenous languages go beyond linguistic diversity. Acknowledging these indigenous languages is a sign of recognising and respecting the presence of these otherwise unknown communities. Furthermore, it is a recognition of the rights and contributions of the people within these indigenous communities.

The UN Declaration on the Rights of Indigenous Peoples clearly indicates, particularly through Article 13, the right to languages as a right for indigenous peoples. Boosting this element among indigenous communities enhances their position in the political, economic, social and cultural spheres. This will be a step closer to ending all forms of discrimination and eliminating much of the oppression and marginalisation they encounter daily. All indigenous peoples are entitled to all human rights recognised under international law. It needs to be reaffirmed that there is no discrimination regarding the promotion and protection of the rights of indigenous peoples. 

Your language is a part of your identity, and eradication of this due to various circumstances, including but not limited to colonialism, forced assimilation, and the influence of other dominant languages, is a devastating blow to the overall growth of the individual and the concerned indigenous communities.

Revival of these indigenous languages is necessary for the upbringing and education of the children within these communities. This will also ensure it is in line with the rights of the child. This will also help achieve a cultural resurgence. However, there is a decline in the transmission of indigenous languages from one generation to the next generation. It may always remain a missing piece in the narrative.

How do we take this leap towards achieving universality regarding indigenous languages? As a society, we must establish worthwhile and sustainable solutions that future generations can carry out to avoid the further extinction of indigenous languages. Even though there are treaties and agreements, States must maintain a positive partnership with these indigenous peoples. Steps must be taken to encourage intergenerational transmission of Indigenous languages. This would help empower younger generations to reconnect with their ancestral background through their linguistic roots. This will ensure that these interwoven narratives will help create a leap towards universality and may flourish for years to come.

Photo by Ken Kahiri on Unsplash

Universal Periodic Review of Jordan

  • This report drafted by Broken Chalk contributes to the fourth cycle of the Universal Periodic Review for Jordan. This report focuses exclusively on human rights issues in the field of education in Jordan.
  • In the previous UPR cycle, Jordan received 226 recommendations, and it supported 149 recommendations. Some of these recommendations focused on the Sustainable Development Goal of “Quality Education”.
  • This report first explores the main issues in the educational field in Jordan, reflecting on the recommendations Jordan received in the 3rd cycle UN UPR review in 2018 and its progress since. Finally, Broken Chalk offers some recommendations to Jordan on further improving 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, particularly by ratifying human rights instruments, making education culturally acceptable, preventing marginalisation, making education accessible for those students in remote areas, promote tolerance and respect for religious diversity,  emphasis to be laid on non-discrimination focusing on inclusivity in education, particularly for women and other minority groups and persons with disabilities and ensuring educational rights are guaranteed to refugee children.
  • Jordan has continued its commitment to the right to education through the Jordan Declaration on Inclusion and Diversity in Education.

By Caren Thomas

Download the PDF

45th_Session_UN_UPR_Country_Review_Jordan

Cover image by Yazan Mahmoud Banihani