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

     

    Broken Chalk’s World Day Against Child Labour Press Release 

    Panashe Marie Louise Mlambo, Mamta Rao  

    World Day Against Child Labour, annually on June 12th, was first launched in 2002 by the ILO to raise awareness and foster activism aimed at preventing child labour. This day brings together governments, local authorities, civil society, international organizations, workers, and employers to highlight the issue of child labour and to define effective strategies for its elimination.1 Despite progress over the past two decades, conflicts, economic crises, and the lingering impacts of the COVID-19 pandemic have reversed many of these gains, making it more critical than ever to renew global efforts against child labour.2 

    Broken Chalk, an Amsterdam-based non-governmental organisation committed to addressing human rights violations in the education sector, joins this global call to action. Our organisation, established in October 2020, is dedicated to removing obstacles to education, promoting peace and tolerance through intercultural understanding, preventing radicalism and polarisation, and eliminating educational opportunity gaps across various demographics.3 

    Our extensive research and advocacy work reveal that child labour can indeed be eliminated if its root causes are addressed. Economic disparities, lack of access to quality education, and systemic injustices are the primary drivers that push children into labour. More than ever, it is urgent for all of us to contribute to bringing solutions to people’s daily problems, and child labour is – possibly – the most visible of these problems. 

    We call for a renewed global commitment to social justice, with the elimination of child labour as a central focus. This involves leveraging the Global Coalition for Social Justice to drive initiatives that address the socio-economic factors contributing to child labour. 

     We urge all nations to ratify ILO Convention No. 138 on Minimum Age. Combined with the universal ratification of ILO Convention No. 182 on Worst Forms of Child Labour achieved in 2020, this would provide comprehensive legal protection for children against all forms of child labour.4 

    Regions like Africa and Asia-Pacific bear the brunt of this issue, with Africa having the highest percentage of children in child labour (one-fifth) and the highest absolute number (72 million). Asia and the Pacific follow with 7% of all children and 62 million in absolute terms in child labour. Together, these regions account for nearly nine out of every ten children in child labour worldwide.4 

    This year, the focus is on accelerating progress towards achieving Target 8.7 of the United Nations Sustainable Development Goals (SDGs), which aims to eradicate child labour in all its forms by 2025. By focusing on Key areas of action—legislative reforms, education, decent work for adults, social protection, and public advocacy—we can create a comprehensive strategy to eliminate child labour and build a brighter future for all children.6 

    Let us renew our commitment to ending this grave violation of children’s rights. By uniting our efforts, we can build a future where every child enjoys their right to a childhood free from labour and filled with opportunities for education, growth, and development. 

    “Our work is driven by a commitment to fostering respect and understanding in education. On this World Day Against Child Labour, we urge governments and stakeholders to the UN to prioritize the fight against child labour in education and to take decisive action to address systemic issues,” said a representative from Broken Chalk. 

    As an international organization, Broken Chalk remains steadfast in its mission to achieve both local and global perspectives in its advocacy efforts. Through collaborative action and collective engagement, we strive to create a world where every individual has access to quality education in a safe, inclusive, and respectful environment. 

    References

    The working children of Tanzania: poverty and labour 

    Written by Mayeda Tayyab

    Tanzania is a country with a population of 45 million people, half of which are under the age of 18. According to the International Labour Organisation (ILO), about 4.2 million of Tanzania’s children (5-17 years old) engage in child labour, almost evenly split between boys and girls. Unfortunately, these children rarely earn anything for their labour as 92.4% work as unpaid family helpers while only 4% work in paid employment (International Labour Organisation and National Bureau of Statistics Tanzania, 2024). It is important to note that these numbers exclude any illegal activities involving children, like child trafficking, commercial sexual exploitation, and child slavery.

    Why are these children working?

    The main cause leading to child labour in Tanzania is poverty. As of 2022, half of Tanzania’s population – 26 million people – lived in extreme poverty (Cowling, 2024). Thus these families rely heavily on child labour to meet the financial needs of their home.

    Poor families in rural areas dependent on farming for their livelihood cannot afford to buy machinery or hire help to assist with farming. Hence, children from these families take on a big part of the responsibilities that come with farming. This kind of child labour falls under the category of unpaid family work. Most of these children are exposed to harsh climates while working on farms and work gruellingly long hours.

    In addition to carrying out unpaid family work to help with finances, these children simply cannot afford to go to school. Many children from such backgrounds, particularly those living in rural areas, also need schools within safe distance of their homes. With no access to public transport and the inability to afford private transport, children who go to school must walk long distances to do so. Therefore, many children in these cases end up dropping out of school, unable to keep up with the work at home as well as studies.

    Unpaid family work: tobacco farms

    Child labour itself is not the only problem faced by Tanzanian children, their safety and well-being in performing hazardous work for low to no pay is also a critical matter. A good example of this is child labour in tobacco-growing communities. This work takes the form of unpaid family work.

    Children working in this industry perform a wide range of duties from field preparation to construction of barns, packaging, and cutting firewood. Working in open tobacco fields exposes these children to extreme weather conditions: scorching heat from the sun. On top of that, children spend hours working in unsanitary and unventilated sheds used to manage and store tobacco. All of this work involves handling tobacco and toxic fertilizers without any protective gear, having detrimental effects on the health of these developing children. There is also limited access to first aid kits in cases of injury while working on the farm.

    In 2016, ILO and ARISE conducted an assessment on children working in hazardous conditions and its impact on their health. During the research, it was found that half of the children interviewed for the study were working 5-8 hours a day, while one-third were working more than 8 hours a day – exceeding the standard working limit for adults – in dangerous conditions. Hence, in addition to the health risks associated with working in tobacco fields without protection, these children also suffer from extreme exhaustion due to the long hours and the physical demands that such work requires.

    Child domestic workers

    Another type of child labour common in Tanzania is in the form of child domestic workers. According to Anti-slavery International (2024), around 3% of the urban homes in Tanzania have child domestic workers. Almost a third of these child workers are between the ages of 10 to 14 and most of them (more than 80%) are girls (Anti-slavery International, 2024).

    Tanzanian children end up in domestic servitude in two main ways: 1) Girls who run away from their families escaping domestic violence or forced marriages – a common practice in rural Tanzania where daughters are married off at a very young age for ‘the bride price’ to reduce the financial burden on the family, 2) Girls who are sent to cities to work as domestic workers by their families as an alternative to child marriage.

    This kind of child labour comes with its risks. Unfortunately, many child domestic workers suffer physical and sexual abuse at the hands of their employers. Parents who send their kids to cities for this kind of work are often unaware of the abuse and exploitation faced by the children at the hands of their employers. These child domestic workers find themselves in extremely vulnerable positions and under the complete control of their employers as most of them do not have any formal work contract (only about 0.5 % of them have formal contracts), little to no pay for working up to 60+ hours a week, and no access to proper schooling (Anti-slavery International, 2024). With no financial independence and isolation from family, these children have no means of escaping the abuse they suffer at the hands of their employers. According to Anti-slavery International (2017), 40% of children working as domestic workers suffered physical abuse, 17% experienced sexual abuse, and more than 60% were illiterate.

    Education and child labour

    Child labour has a direct impact on children’s early education and a long-term impact on decent employment in adulthood. According to the International Labour Organisation (2018), most of the children engaged in child labour (nearly 95%) work in agriculture and almost all agricultural labour (92.5%) is unpaid family work. This type of work entails long hours, leaving no time for studies, hobbies, and activities with friends. Hence, Tanzanian children in child labour have a much higher school dropout rate than children who are not working. These working children, even if enrolled in school, are at a disadvantage in maintaining their studies and grades than children who are not in child labour.

    Furthermore, 8% of Tanzanian children within the compulsory schooling age (7-13 years) are not enrolled in school (International Labour Organisation, 2018). 40% of these children have either never been to school or have dropped out of school due to several reasons such as the distance of the school from home, and the cost of attending school (International Labour Organisation, 2018). Some of these children are not interested in attending school, while some of them are looking for work, others cannot go to school due to family responsibilities such as caring for sick family members or children.

    Thus Tanzania’s child labour has a detrimental impact on its children’s early education and development, creating adults with little to no basic skills needed to secure decent employment, therefore creating an endless cycle of poverty and child labour.

    References

    Cover Image “Helping Hands” by USAID/Tanzania via Flickr

    Educational challenges in Niger

    Written by Maria Popova.

    Niger, a nation at the crossroads of West Africa, has recently commanded global attention for its intricate political climate. While the headlines often focus on the country’s political struggles, this article aims to delve into a critical issue that silently shapes the lives of its citizens—educational challenges. With a population nearing 27 million and a GDP largely dependent on agriculture, Niger faces a complex confluence of factors contributing to a dire state of education.

    The World Bank’s stark revelation that over 10 million Nigeriens live in extreme poverty sets the stage for understanding the multifaceted hurdles obstructing the educational journey for its youth. From a fluctuating political climate and economic fragility to the struggles of child labor, early marriages, and pervasive poverty, the country grapples with a daunting array of obstacles.

    Despite commendable governmental efforts, including free primary education and mandatory schooling, the persistently low literacy rates underscore a deeper, systemic crisis. This article navigates through the intricacies of Niger’s educational challenges, shedding light on the interplay of socio-economic dynamics, gender inequality, and regional violence that collectively form a barrier to the realization of quality education for the nation’s youth.

    Niger is a country in Western Africa with a population reaching almost 27 million people in 2023, with the largest number of citizens located in its capital Niamey.[i] Niger’s GDP is estimated to 15 billion USD, which is largely due to poor diversification of its economy, with agriculture taking up 40%.[ii] According to the World Bank, more than 10 million people in Niger live in extreme poverty.[iii] Fluctuating political climate, poverty, bad economy, child labour and early marriages are all factors contributing to the educational challenges in the country.[iv] As a result, Niger is a country rating dangerously low with regards to quality of education with a literacy rate of 37.34% in 2021.[v]

    Low school attendance

    The poor state of the educational system in Niger is not evidence of lack of efforts by the government which has tried to pursue educational development throughout the years. For example, in the 2000s Niger made primary education free for students to encourage the number of children enrolling in educational institutions.[vi] Furthermore, schooling for children is mandatory until age 15, which is the end of the first cycle of secondary education.[vii] However, over 50% of children between the ages of 7 and 16 are not enrolled in schools.[viii] Pre-school enrolment rate marks only 7%, while secondary school enrolment rate is below 60%.[ix] Even for the children enrolled in educational facilities, there is a high chance of dropping out due to lack of retention stemming from poor quality of teaching, poverty, lack of infrastructure.[x]

    Poverty

    Niger ranks at 189th out of 191 countries in United Nation’s Human Development reports and continues to be one of the poorest countries in the world according to UN’s Multidimensional Poverty Index.[xi] Violence and political instability also pose further difficulties when it comes to income opportunities.

    The United Nations Food program estimates roughly 2 million people in Niger are food insecure with that number continuing to rise during lean season.[xii] Hunger poses a significant challenge to educational development. When children are not sure where their next meal will come from, their priority is not set on furthering their education, but rather on their survival. Children cannot be expected to retain focus on school when they are dealing with malnutrition. Furthermore, many parents make the decision to pull their children from school in order for them to work as for most families in rural areas, this is the only way to ensure the family’s survival.[xiii]

    Violence

    Since 2018 the region of Tillabéri has suffered massive attacks on civilian population as violence has overspilled from neighbouring conflicts in Mali and Burkina Faso.[xiv] The attacks led to civilian deaths as well as displacement of the population in the region.[xv] The uncertainty of the situation and the spread of violence has had negative impact on education in Niger.

    According to the Norwegian Refugee Council 900 educational facilities have been closed due to the attacks.[xvi] Closed schools and displacement are not the only educational challenges stemming from the widespread violence. Due to the displacement many children have no access to essential documentation required for them to start school, such as birth certificates or other identification documents.[xvii] The violence also causes severe mental trauma to children, which can then affect their ability to learn and their focus in school.

    Gender inequality

    While access to education is a problem for most children in Niger, minority groups face disproportionate disadvantages when it comes to their education. Young girls, especially ones living in rural areas and ones with lower socio-economic status often face disproportionate challenges due to gender inequality. Only 4 out of 10 girls reach sixth grade in Niger, before being forced to drop out of school as a result of financial difficulties.

    Another prominent issue which consequently leads to educational challenges among girls is child marriage. In Niger, marrying very young is often interpreted as a way to increase one’s economic and financial status and to secure inheritance.[xviii] Due to poverty, many families marry off their girls to wealthy men as a form of survival mechanism.[xix]

    While child marriage is a problem for both young girls and boys, it is an issue more prevalent among girls. While only 6 percent of Nigerien boys are married before the age of 18, for girls that percentage is vastly higher at 76%.[xx] 28% percent of girls in Niger are married before the age of 15.[xxi] The issue is often exacerbated by gender norms, which perpetuate that women and girls’ role is to be mothers and wives.[xxii] Therefore, the focus for young girls in Niger is not on education, but rather on creating a family. Child marriages are not only the cause for challenges in education, but are also linked to slow economic growth.[xxiii]

    Students in physics class. Niger, 2017. Photo by: GPE/Kelley Lynch via Flickr

    According to the World Bank, high fertility, which is defined to be five or more births for a woman, not only poses health risks for both the mother and the children, but is also linked to economic decline. For example, due to rapid population increase, the number of poor people within the state rises and consequently the state cannot deal with the higher demand for investments in education and health services.[xxiv]

    Niger, however, has made significant efforts to deal with the problem. For example, they have vowed to abolish child marriages and have created campaigns promoting education for young girls.[xxv] In 2017, the Government passed a decree to keep young girls in schools. The decree allows for pregnant and/or married students to stay in school and for adolescent mothers to return to school after giving birth.[xxvi]

    Child labour

    Child labour is a prevalent issue in Niger, one that also contributes to educational challenges in the country. Many children are pulled from school and forced to work due to extreme poverty in the country. Child labour is common in villages where children are employed in family farms. They often perform agricultural tasks such as herding of livestock, production of vegetables and grain and fishing. Child labour is also common in the mining industry as well as in public services. According to UNESCO 42% of children between the ages of 5 and 14 work in Niger. However, only 22% combine work and school. It is reported that even children at the age of 6 are forced to work.

    All of these factors pose significant educational challenges for young people in Niger. The conflicting political climate and violence spills from surrounding countries pose significant hurdles to children trying to attend schools. Physical and mental trauma from displacement and violent climate have severe negative impacts on focus in school and attendance. Attendance is further hindered by extreme poverty in the region, forcing children to drop out and work to keep their families afloat or ensure their own survival. Child labour continues to be a common practice due to the poverty levels in the country as children from all ages are pulled out of schools and forced to work. From 5 years old, roughly half of the children between ages 5 and 14 work in Niger.

    Alongside all of these hurdles, certain more vulnerable groups face additional challenges when it comes to their education. Young girls face disproportionate challenges due to gender inequality. They are often pushed into child marriages as survival mechanism, meant to ensure escape from poverty. The focus of young girls is then directed towards finding a husband and creating a family, instead of receiving quality education or any education at all. It is clear that children in Niger face a lot of challenges in their daily lives which are interconnected and combined in a vicious cycle. This cycle also affects their education and can lead to detrimental impacts on their further development and adult life.

    In conclusion, Niger grapples with a complex web of challenges that severely impact the educational landscape for its citizens. Despite commendable efforts by the government, exemplified by initiatives such as free primary education, mandatory schooling until age 15, and campaigns to combat child marriages, the reality on the ground remains harsh. Addressing these interconnected issues is crucial not only for the immediate well-being of the younger generation but also for the long-term socio-economic development of the nation. It demands comprehensive and sustained efforts, both domestically and internationally, to break the vicious cycle and provide the children of Niger with a meaningful chance at a brighter future.

    REFERENCES

    Cover Image by GPE/Kelley Lynch via Flickr

    Educational Challenges in Côte d’Ivoire: repercussions of conflicts and cocoa child labour

    Written by Maja Przybyszewska

    Imagine. Imagine children going to school daily and learning to read and write. Imagine young girls and boys sitting in the classroom and loudly repeating the alphabet or the multiplication table. Imagine their smiles and the opportunities education gives to all of us. But now, when you take a closer look, you realise. Realise that the classroom is small and dilapidated, and school supplies are lacking. Realise that more than half of the children do not know how to read or write. And you realise that most children are absent because they must work on the cocoa farms to help their parents.

    When you eat chocolate, do you ever wonder how it was produced or who was involved in the process? Are the working conditions appropriate? What if it is forced labour? Before buying any product and supporting particular practices, these questions should come to our minds. By reflecting on that, we show our support for fair trade and protecting fundamental human rights, such as the right to education.

    In Côte d’Ivoire, over 40% of the world’s cocoa production is produced, and the practice of child labour is unfortunately commonplace. In 2013, an estimated 1.4 million children, of which 49% worked in the agriculture sector (UNICEF, 2019).

    Therefore, this article aims to raise awareness about the educational challenges in Côte d’Ivoire. Why this country? The motivation is the prolonged issue of child labour and the state’s role in the global production of cocoa. Moreover, this piece will focus on the following matters: providing a brief history of the political instability in the country that negatively affects schooling, describing the cocoa child labour, discussing the current educational picture in the country and looking for possible solutions for developing the education sector.

    Children join farmers in breaking cocoa pods on an Ivory Coast farm. Photo by: © BENJAMIN LOWY (2016)

    The brief history of political instability

    Ivory Coast has suffered from several years of political instability and internal conflicts disrupting the country and changing the lives of generations. In brief, the state experienced two civil wars, in 2002 and 2011, and the instability was caused by constant tensions between two politicians with presidential ambitions, Laurent Gbagbo from the Ivorian Popular Front and Alassane Quattara from the Rally of the Republicans party. The supporters of these parties were involved in violent fights with each other as they disagreed with the results of the elections. Moreover, during the demonstrations in 2000-2004, hundreds were killed, and the government was accused of human rights abuses. In the 2010 elections, Quattara won and rules to date.

    Nevertheless, in 2011 the violence escalated, and the fights were fierce; over 3000 people lost their lives. The events drew the international community’s attention, and the decision to intertwine was made. Since 2011, Gbagbo has been in the custody of the International Criminal Court and was charged with crimes against humanity (Global Security, n.d.).

    Consequently, these wars take a toll on civilians and affect children’s education. Even though a conflict ends, its dramatic repercussions influence the economy of the country and its society for the following years, for instance, increasing poverty and the spread of diseases. It should be noted that children become the victims of such conflicts because they are often recruited as soldiers or experience violence. Furthermore, the schools are usually destroyed, which stops further schooling as there is a lack of appropriate infrastructure. From an economic perspective, many families lose their financial resources and need help to ensure their children a decent education. In light of Idrissa Ouili’s research, children who were about to start school during the time of instability had a 10% lower chance of beginning their education. Moreover, many students experienced more than a year’s drop in their years of schooling due to the conflicts (Ouili, 2017). Considering all of these things, they illustrate the multidimensional challenges children and their teachers experience in their education path marked by violence.

    Child labour in the cocoa industry

    Another critical point is the issue of the high rates of child labour in the cocoa industry. The data show that over 40% of the world’s cocoa production comes from the Ivory Coast (Busquet, Bosma and Hummels, 2021). On the one hand, this means there is a labour demand for the workforce, and some parents instruct their children to work on family farms instead of going to school. On the other hand, the cocoa industry is so deeply integrated into the lives of the local communities that they consider child labour a regular part of their childhood and culture. Research made in 2012-2015 by the ILO (2015) presents that

    girls and boys are at high risk and the dangers of working in the cocoa industry due to reinforcing community-based and institutional mechanisms.

    Furthermore, studies reveal that in West Africa, the levels of child labour in cocoa production have increased between 2008 and 2014 to 2 million children aged from 5 to 17 years old (Busquet, Bosma and Hummels, 2021). In addition, studies from 2018 indicate that around 90% of minors perform hazardous work, which means working with sharp tools, for example, a machete, clearing land, using agrochemicals, and carrying heavy items (Busquet, Bosma and Hummels, 2021). In a series of interviews with the farmers and their families, the importance of education is hardly discussed due to a belief that farming is an experience from

    which children are assumed to benefit in their future lives and careers (Busquet, Bosma and Hummels, 2021).

    In other words, many children cannot fully enjoy educational opportunities because they have to help on farms or split their time between school and demanding physical work. These activities negatively impact their lives as their intellectual growth is stalling, and a lack of basic literacy skills will cause them concerns in looking for job prospects in the future labour market.

    Another substantial aspect is the child’s right to education. Children and youth in Ivory Coast should not be excluded from achieving quality education because of economic or cultural reasons. Moreover, the state has an obligation to respect, protect, and fulfil the right to education under the Convention against Discrimination in Education (UNESCO, n.d. ). Therefore, the country has to take more conclusive and adequate actions to increase children’s enrollment in schools and end child labour practices.

    Efforts to secure children’s rights in a conflict-torn context are still insufficient. Photo by: ©EC/ECHO/Anouk Delafortrie

    Current educational picture

    The educational picture in Ivory Coast is unfortunately upsetting. Even though the government spends more money on education compared to other sub-Saharan African countries, the results are not satisfactory as there are still immense inequalities between rural and urban regions and basic literacy skills are continually neglected (Finch, Wolf and Lichand, 2022). According to a report by the OECD in 2015, every second young person is illiterate, and more than half of children cannot read and write, with the majority of girls, about 60% (OECD, n.d.).

    However, on the bright side, in 2016, the government ruled on making school compulsory and accessible for all children aged 6 to 16 and increased the full-time employment age from 14 to 16. In addition, the decision was preceded by an awareness-raising campaign about child trafficking, exploitation, and hazardous work (The Guardian, 2022).

    Moreover, international organisations, such as UNICEF, have greatly helped by strengthening the educational infrastructure and organising extra classes for children. Some initiatives focused primarily on girls because of persisting gender inequality in schooling and high dropping-out rates.

    Solutions

    In short, education is crucial for the children’s well-being and the country’s further development. Among farmers, there is no understanding of long-term and harmful consequences, which means disrupting the healthy development of many youths and producing future generations of the unskilled workforce in the national economy. From an economic perspective, circumstances negatively affecting schooling, political instability, or child labour can hamper the state’s economic growth. The primary aim of the government of Côte d’Ivoire should be the protection of children and securing their education.

    First, the authorities should pay more attention to early childhood education and effectively raise societal awareness. Free and early schooling may incentivise parents to send their children to school instead of the cocoa fields. Also, appropriate monitoring tools and transparent allocation of funds would increase the educational standards in the country.

    Secondly, providing the infrastructure. After years of conflicts, many schools were destroyed, and many continue to be ramshackle buildings. Rebuilding and adequately equipping them would allow students and teachers to enjoy learning and teaching much more.

    Lastly, as society strongly supports the educational value of work, it would be an excellent initiative to open more vocational centres. Such centres help maintain the primary education path and equip youths with practical skills and abilities needed for the changing labour market.

    The consequences of civil wars, the deeply rooted cultural importance of work, and the child labour in the cocoa industry influence education in the Ivory Coast. With the support of international organisations and improved governmental policies, hundreds of Ivorian children could spend more time learning and playing instead of working.

    But what can we do about it? Some may say that we do not have any power. Yet, we often forget that we are the consumers and the power is literally in our hands. The next time you buy chocolate, look for a “FAIRTRADE” Mark. Buying those products means safer working conditions for many children.

    Every child deserves a safe childhood and quality education.

    References:

    Busquet, Milande, Niels Bosma, and Harry Hummels. 2021. “A Multidimensional Perspective on Child Labor in the Value Chain: The Case of the Cocoa Value Chain in West Africa.” World Development 146: 105601.

    Finch, Jenna E, Sharon Wolf, and Guilherme Lichand. 2022. “Executive Functions, Motivation, and Children’s Academic Development in Côte d’Ivoire.” Developmental Psychology 58, no. 12: 2287–2301

    Global Security. n.d. “Ivory Coast Conflict.” Accessed April 6, 2023. https://www.globalsecurity.org/military/world/war/ivory-coast.htm?utm_content=cmp-true.

    ILO. 2015. “Creating a Protective Environment for Children in Cocoa-Growing Communities.” Accessed April 6, 2023. https://www.ilo.org/wcmsp5/groups/public/—dgreports/—exrel/documents/publication/wcms_409587.pdf.

    OECD. n.d. “Key Issues affecting Youth in Côte d’Ivoire.” Accessed April 6, 2023. https://www.oecd.org/countries/cotedivoire/youth-issues-in-cote-ivoire.htm.

    Ouili, Idrissa. 2017. “Armed Conflicts, Children’s Education and Mortality: New Evidence from Ivory Coast.” Journal of Family and Economic Issues 38, no. 2: 163–83.

    The Guardian. 2022. “How Ivory Coast is winning the fight to keep its children out of the cocoa fields.” Accessed April 6, 2023. https://www.theguardian.com/global-development/2022/dec/27/how-ivory-coast-is-winning-the-fight-to-keep-its-children-out-of-the-cocoa-fields.

    UNESCO. n.d. “State obligations and responsibilities on the right to education.” Accessed April 6, 2023. https://www.unesco.org/en/right-education/state-obligations-responsibilities?hub=70224.

    UNESCO. n.d. “Convention against Discrimination in Education.” Accessed April 6, 2023. https://www.unesco.org/en/legal-affairs/convention-against-discrimination-education#item-3.

    UNICEF. 2019. “Promoting the Rights of children in the Cocoa Producing Areas in Côte d’Ivoire.” Accessed April 6, 2023. https://open.unicef.org/sites/transparency/files/2020-06/Cote-d-Ivoire-TP5-2018.pdf.

    Educational Challenges in Syria

    The Borgen Project: ‘The Education Crisis in Syria’ accessible in <https://borgenproject.org/education-crisis-in-syria/>

    Syria’s educational system has faced challenges for a long time, but the situation improved before the war’s outbreak in 2011. In the decades that preceded the crisis, the educational sector in Syria was witnessing improvements concerning school and university enrolments. Nevertheless, the Syrian government was, at the time, taking initiatives and showing interest in fighting illiteracy as well as increasing the number of primary and preparatory schools throughout the country. 

    Following the outbreak of the civil war, Syrian children of all ages were left without access to education. According to recent data published, there are more than 2.4 million Syrian children currently out of school.

     

    Syrian children are currently facing several challenges that make it extremely difficult to attend their school or continue their education. The conflict has led to people’s displacement from their homes, poverty, and the inability of families to pay for school materials. In addition, the Syrian civil war has dangerously normalized and dramatically increased the issue of child labour. The stories shared by some of the affected children highlight the gravity of their situation. Issa, a 12-year-old boy, expressed his feeling of bitterness when he could not attend school for years after his family was displaced due to the war. Or Salim, a victim of displacement and child labour who was forced to seek refuge in Lebanon, where he currently works daily carrying potato bags. 

    Albeit the employment of children under the age of 15 is illegal under Syrian legislation, no prominent governmental initiatives have been taken in the past few years to address this issue. However, UNICEF is taking steps to tackle the problem by adopting and implementing friendly policies designed to assist Syrian children in the enjoyment of their rights. 

    A 2012 International Labour Organisation report recommended the Syrian national legislation to reform and impose further regulatory norms in the field of children’s work. The report also highlights how Syrian penalty laws are not severe enough to prevent employers from hiring children. Although the Syrian crisis slowed down the ILO’s work, in 2018, it adopted a ‘multi-sectoral approach’ to prevent child labour. This approach is meant to protect children’s rights to education and livelihood. It is also led and coordinated by several parties, including the Syrian Ministry of Social Affairs and Labour, as well as the United Nations. Perhaps this multi-sided tactic, including a governmental representative, will reduce the number of children who are working rather than attending school. 

    Unfortunately, Syria’s educational system faces other challenges as well. One of these is the limited access to electricity. The electrical energy infrastructure in Syria was damaged severely after the crisis, leaving most cities in the country, such as Aleppo and Damascus, without electricity for most hours of the day. Most schools in Syria were affected, and students had to struggle in dark classrooms. However, the European Civil Protection and Humanitarian Aid Operations (ECHO) and UNICEF intervened in some places and saved the situation. For instance, in Aleppo, ECHO and UNICEF supplied 30 schools with solar panels, a successful step that positively changed the situation for students and teachers.

    Nonetheless, implementing solar panels in all schools throughout the country is lengthy and costly. Since students of all age groups need electricity at home to prepare for exams, it would also fail to solve the issue in its entirety. The situation is undoubtedly precarious, but the government can take initiatives to assist students to study in more adequate conditions. Both the UN and ECHO could provide public city libraries with solar panels for electricity generation. This would allow students to learn in quiet and well-lit surroundings, thus contributing to their educational success. 

    Another major challenge in Syria’s educational sector is the severe lack of fuel which directly affects students’ capabilities to access educational institutions. The Covid-19 pandemic, in addition, forced schools and universities to shut down for months, leading to the dropping out of a vast number of students. 

    As mentioned above, UNICEF is taking several steps to improve these circumstances and combat the so-called ‘lost generation’. According to recently published data, UNICEF has not only been active in Syria throughout the past ten years but has also helped over 1.5 million children since 2016 by providing them with study materials and better chances for education. Furthermore, UNESCO has played an active role in Syria by launching several platforms to support Syrian children, psychologically as well as educationally. An example of this can be seen in the creation of “The Second Chance Program” by CapED, which assists the students who failed their final exams in retaking these during the summer, thereby providing them with a second opportunity to move onto the next grade. 

    Overall, the situation in Syria is chaotic and complex, and governmental administrations fail to prioritise education. According to a report published by The Middle East Institute in 2022, the limited and short-term nature of the funding, insufficiency and inefficiency of data collection, and the delays in the embracement of new approaches are significant factors hampering Syria’s educational success. Education in Syria is in dire need of funding and rebuilding to improve students’ situations and guarantee their basic human rights. 

    Cover image -Photo by Omar Ram on Unsplash

    Written by Noor Mousa 

    Edited by Olga Ruiz Pilato