İran Eğitim Sistemindeki Sıkıntılar

Yazar: Uzair Ahmad Saleem

Fotoğraf: Unsplash sitesinde sina drakhshani adlı kullanıcı tarafından.

İran’ın, Pers İmparatorluğu olarak bilindiği eski zamanlara dayanan zengin bir kültürü ve üstün bir eğitim geleneği geleneği var. Ancak mevcut durumda ülke, vatandaşlarına yüksek kaliteli eğitim vermesini zorlaştıran çeşitli sorunlarla başbaşa.

Yaklaşık 7 milyon çocuk eğitim göremezken, tahmini 25 milyon kişi de okuma-yazma bilmemektedir.

 

Yoksulluk

Eğitim İran’da 6 ila 11 yaş arası çocuklar için zorunludur. Ne var ki, eğitime ulaşamamak özellikle düşük-gelirli ailelerin çocukları için bir problem olmaya devam etmektedir.

Eğitimin önündeki en büyük engellerden biri yoksulluk. Özellikle de okul imkanlarının, kalifiye öğretmen sayısının, ve ulaşımın kısıtlı olduğu taşrada.

Son üç senedir daha az öğrenci üniversiteye gidiyor. İran devlet medyasına göre bunun sebebi yoksulluk, eğitimin paralı olması, ve üniversite öğrencilerine devlet desteğinin yetersiz olması. Toplam üniversite öğrenci sayısı 2014-2015 dönemindeki 4.811.581’den 2017-2018 döneminde 3.616.114’e geriledi.

 

Cinsiyet Eşitsizliği

Ek olarak, İran’ın eğitim sistemi cinsiyet eşitsizliği konusunda sıkıntılar yaşamaya devam ediyor. Her ne kadar kız çocukları son birkaç on-yıllık sürede ilk ve orta okula ciddi düzeyde daha fazla gitmeye başlasa da, kadınlar üniversite eğitiminden yeterince yararlanamıyor.

Dünya Bankası’na göre İran’da kadınların %85’i ve erkeklerin %92’si okuma yazma biliyor. Birçok aile kızlarının evlenmesine hala onların eğitiminden daha çok önem veriyor.

Bu sebeple, birinci sınıftan sonra birçok kız çocuğu okula devam etmekte ciddi engellerle karşılaşırken, okullarda kız ve erkeklerin ayrı okuması da kız çocuklarının eğitime devam etmesini zorlaştırıyor.


Maddi Sıkıntılar

İran’ın eğitim sistemine bir diğer tehdit ise öğretmen sıkıntısı, bakımsız binalar, ve eskimiş gereçlere sebep olan sermaye eksikliği. Öyle ki, her üç okuldan biri öyle güvensiz ki yıkılıp yeninden yapılması gerekiyor.

Birçok okul binası vasatın altında ve güvensiz, ve öğrenim görülebilecek bölümler yetersiz.

Tahran, Rey, ve Tecriş belediyeleri meclis başkanı Mohsen Hashemi bir açıklamasında “Tahran’daki 700 okul bırak depremi, güçlü bir fırtınada bile yıkılır” demiştir.

Hükümetin eğitime yatırımı artırma çabalarına rağmen, İran’ın eğitim harcamaları bölgedeki diğer ülkelere kıyasla düşük kalmaktadır.

Dünya Bankası’na göre İran’ın eğitim harcaması 2020 yılında Gayri Safi Yurtiçi Hasıla’sına oranla %3.6 olarak orta-yüksek gelirli ülkelerin oldukça gerisinde kalmıştır.

İran anayasası “Devlet, ülke kendi kendine yetecek duruma gelene kadar bütün vatandaşlarına ilk ve ortaokul eğitimini ücretsiz vermek ve üniversite eğitiminin de ücretsiz olmasını sağlamak mecburiyetindedir.” dese de Ruhani, son senelerde taşradaki birçok okulu kapatma ve eğitime ayrılan bütçeyi azaltma emri vermiştir.

Allameh Üniversitesi’indeki bir öğretim üyesi, İran’ın eğitime ayırdığı bütçenin Birleşmiş Milletler’in tavsiye ettiği orandan çok daha az olduğunu ifade etmiştir.

Buna ek olarak, eğitim sistemi bütçe eksikliğinden dolayı en yeni teknolojileri yakalayamıyor. Teknolojiye yeterince yatırım yapılmadığı için eski eğitim gereçleri kullanılıyor ve öğretmenler eğitiliemiyor, bu da teknolojinin eğitimde yetersiz kullanılmasına ve öğrencilerin Teknik beceriler öğrenememesine yol açıyor.

 

Dijital Eşitsizlik

Bunlara ek olarak, dijital eşitsizlik de öğrencilerin karşı karşıya kaldığı problemlerden birisi. 2017 yılında yapılan bir ankete göre İranlıların %28’inin internete erişimi ya yoktu, ya da kısıtlıydı. İnternete erişimi olanların %80’I şehirde, ve sadece %20’si taşrada yaşadı.

2019’daki koronavirüs döneminde virüsün yayılmasını önlemek amacıyla uzaktan eğitimin öncelendiği zamanlarda, ciddi sayıda öğrenci okulu bıraktı. Bunun sebepleri internet bağlatmaya maddi durumlarının yetmemesi ve bulundukları bölgelerde internet bağlantısının olmamasıydı.

 

Siyasi Müdahaleler

Buna ek olarak, İran’da eğitim sistemi devlet tarafından etki altına alınıyor, bu da eğitim sisteminin siyasileşmesine ve tek bir ideolojinin öğretilmesine sebep oluyor.

İran hükümeti okullarda ve üniversitelerde kullanılan müfredatı, ders kitaplarını ve öğretim materyallerini sıkı bir şekilde kontrol ediyor. Okul müfredatları sıklıkla devletin siyasi ve dini fikirleriyle bağlantılı olup, İslami değerlerin, ve devletin İran kültür ve tarihine ilişkin kendi versiyonunun öğretilmesine odaklanmaktadır.

İran hükümetinin eğitim sistemi üzerindeki etkisi sınıf içeriğinin dışında da devam ediyor.

Bu durum aynı zamanda öğretmenlerin ve üniversite profesörlerinin işe alınmasını ve işten çıkarılmasını ve idarecilerin atanmasını da etkiliyor. Bu, ayrımcı işe alma uygulamalarına ve hükümetin ideolojileriyle uyumlu olmayan bireylerin dışlanmasına yol açarak eğitim sisteminin farklı perspektifler ve fikirlerden mahrum kalmasına yol açabilir.

Ayrıca İran hükümeti, eğitim kurumları içindeki akademik araştırmaları, yayınları ve faaliyetleri aktif olarak izliyor ve kontrol ediyor.

Karşıt bakış açılarını ifade eden veya hükümetin anlatılarını baltalayan eleştirel düşünceye sergileyen akademisyenler, eğitimciler ve öğrenciler kısıtlama, korkutma ve hatta zulümle karşı karşıya kalıyor. Bu, eğitimciler ve öğrenciler arasında korku ve otosansür yaratarak akademik bağımsızlığı ve çeşitli fikir ve görüşlerin paylaşımını kısıtlıyor.

Sonuç olarak İran’daki eğitim politikaları, öğrencilerin eleştirel düşünme, sorgulama ve alternatif bakış açılarını değerlendirme becerilerini zedeleyebilmektedir. Farklı bakış açıların duymalarını, akademik bağımsızlıklarını sınırlayabilir ve kişisel gelişim, toplumsal ilerleme ve açık ve kapsayıcı bir entelektüel ortamın teşvik edilmesi için gerekli olan eleştirel düşünme becerilerini edinme kapasitelerine zarar verebilir.

 

Yeteneğin Yok Olması

Son olarak beyin göçü, İran’ın şu anda karşı karşıya olduğu bir başka eğitim sorunudur. Pek çok yetenekli ve eğitimli İranlı, daha iyi kariyer fırsatları ve daha yüksek maaş için ülkeden kaçıyor.

61 ülkeyi inceleyen IMF’ye göre, her yıl 150.000 eğitimli İranlının kendi ülkelerini terk etmesiyle İran en yüksek beyin göçüne sahip ülke. Beyin göçünden kaynaklanan yıllık ekonomik kaybın 50 milyar dolar veya daha yüksek olduğu tahmin ediliyor.

Bu beyin göçü ülkeyi en parlak beyinlerden mahrum bırakıyor ve ülkenin ekonomik büyüme ve ilerleme potansiyelini azaltıyor.

Bu zorlukların üstesinden gelmek, eğitim sisteminde önemli reformlar ve yatırım yapılmasını gerektirmektedir.

İran hükümeti, okullara ve üniversitelere ayrılan bütçeyi artırarak, nitelikli öğretmenleri işe alıp eğiterek ve müfredatı eleştirel düşünmeyi, problem çözmeyi ve yaratıcılığı vurgulayacak şekilde geliştirerek eğitime öncelik vermelidir.

Ayrıca hükümet, özellikle taşradaki kız öğrencilerin yaşadığı eğitim sorunlarına çözüm bulmalı ve eğitimde cinsiyet eşitliğini teşvik etmelidir.

Teknolojiye yatırım yapmak da İran’ın eğitim sistemini geliştirmek için gereklidir. Hükümet, okullara ve kurumlara en güncel teknolojiyi sunmalı ve öğretmenlerin bu teknolojiyi sınıfta başarılı bir şekilde kullanabilmeleri için eğitime yatırım yapmalıdır. Bu sadece öğrencilerin dijital yetenekler geliştirmesine yardımcı olmakla kalmayacak, aynı zamanda onları 21. yüzyılın iş piyasasının gerekliliklerine de hazırlayacaktır.

İran bunu yaparak bu zorlukların üstesinden gelebilir ve daha müreffeh ve başarılı bir gelecek inşa edebilir.

 

Kaynaklar:

https://www.britannica.com/place/Iran/Education

https://data.worldbank.org/indicator/SE.ADT.LITR.MA.ZS?locations=IR

https://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?locations=IR

https://iranfocus.com/life-in-iran/33917-the-iranian-education-system-in-tatters-due-to-poverty/

https://iran-hrm.com/2019/09/22/repressive-state-and-low-quality-of-education-in-iran/

https://observers.france24.com/en/20200421-iran-internet-covid19-distance-learning-poverty

http://www.us-iran.org/resources/2016/10/10/education

https://shelbycearley.files.wordpress.com/2010/06/iran-education.pdf

featured image by David Pennington via Unsplash

Educational Challenges in Iran – Arabic Translation

التحديات التعليمية في إيران

 

المقال إعداد: عزير أحمد سليم

ترجمة: حسن أحمد أبوسم

 الصورة بواسطة “سينا دراخشاني” من موقع انسبلاش

تتمتع إيران بتراث ثقافي غني وتاريخ طويل من التميز التعليمي، يعود تاريخه إلى العصور القديمة عندما كانت تعرف باسم بلاد فارس. ومع ذلك، تواجه البلاد حاليًا مشكلات مختلفة في قطاع التعليم تعرض قدرتها على توفير تعليم ذو جودة عالية لمواطنيها.

ويفتقر نحو 7 ملايين طفل إلى التعليم، ويقدر عدد الأميين (من لا يقرأ و لا يكتب) في إيران بنحو 25 مليوناً.

 

الفقر

يعتبر التعليم إلزاميا في إيران للأطفال الذين تتراوح أعمارهم بين 6 و11 عاما. ومع ذلك، لا يزال الالتحاق بالتعليم يعد عائقاً كبيراً في إيران، وخاصة بالنسبة للطلاب من الأسر ذات الدخل المنخفض. يعد الفقر أحد العوائق الرئيسية أمام التحاق الطلاب بسلم التعليم، وخاصة في المناطق الريفية، حيث الوصول إلى المدارس والمعلمين المؤهلين ووسائل النقل يعتبر محدوداً.

على مدى السنوات الثلاث الماضية، كان عدد الطلاب الذين التحقوا بالجامعة أقل من الأعوام السابقة. وبحسب وسائل الإعلام الرسمية الإيرانية، فإن هذا الانخفاض يرجع إلى الفقر، وغياب التعليم المجاني، ونقص الدعم الحكومي لطلاب الجامعات. وانخفض إجمالي عدد طلاب الجامعات من 4,811,581 في العام الدراسي 2014-2015 إلى 3,616,114 في العام الدراسي 2017-2018.

 

عدم المساواة بين الجنسين

بالإضافة إلى ذلك، لا يزال النظام التعليمي في إيران يعاني من عدم المساواة بين الجنسين. ولا تزال الفتيات يعتبرن قلّة في التعليم العالي، على الرغم من أن معدل التحاقهن بالتعليم الابتدائي والثانوي قد زاد بشكل كبير خلال العقود القليلة الماضية.

ووفقاً للبنك الدولي، يبلغ معدل معرفة القراءة والكتابة بين الفتيات البالغات في إيران 85%، مقارنة بـ 92% بين الأولاد البالغين. ولا تزال العديد من الأسر تعطي الأولوية للزواج المبكر على حساب تعليم بناتهن.. ولهذا السبب؛ تواجه الطالبات عقبات كبيرة أثناء رغبتهن في مواصلة التعليم إلى ما بعد الصف الأول، كما أن توفير ميزة الفصل بين الجنسين في مرافق المدارس يحد من قدرتهن على مواصلة التعليم.

 

السيولة المالية و النقدية

وهناك تهديد آخر للنظام التعليمي في إيران وهو الافتقار إلى التمويل النقدي، الأمر الذي يؤدي إلى ندرة المعلمين المدربين، وعدم كفاية المرافق المدرسية، والوسائل التعليمية القديمة. العديد من المرافق التعليمية لا ترقى للمواصفات الدنيا التعليمية وغير آمنة، مع ندرة مناطق التدريس. والحقيقة أن ثلث المدارس في إيران ضعيفة البنية إلى الحد الذي يجعل من الضروري هدمها وإعادة بنائها. وقال رئيس مجلس مدينة طهران، محسن هاشمي، إن “700 مدرسة في طهران سيطالها الدمار في حالة حدوث عاصفة شديدة، ناهيك عن الزلازل”.

و على الرغم من الجهود التي تبذلها الحكومة لتعزيز الاستثمار في التعليم، إلا أن الإنفاق التعليمي في إيران لا يزال منخفضًا مقارنة بالدول الأخرى في المنطقة. وفقًا للبنك الدولي، بلغ الإنفاق على التعليم في إيران كنسبة من الناتج المحلي الإجمالي 3.6% في عام 2020، وهو أقل بكثير من متوسط الإنفاق على التعليم في الدول الأخرى ذات الدخل المتوسط الأعلى.

بينما ينص الدستور الإيراني على أن “الحكومة ملزمة بتوفير التعليم الابتدائي والثانوي المجاني لجميع أفراد الأمة الايرانية وتسهيل التعليم العالي المجاني للجميع حتى تصبح البلاد مكتفية ذاتيا”. وفي المقابل، أمر الرئيس حسن روحاني بإغلاق العديد من المدارس في المجتمعات الريفية وخفض الميزانية في السنوات القليلة الماضية.

كما صرح أستاذ مساعد في (جامعة العلّامة) أن النسبة المئوية للأموال المخصصة للتعليم في إيران أقل بكثير من توصية الأمم المتحدة فيما يخص تمويل التعليم عالمياً. إضافة إلى ذلك، لا يستطيع النظام المدرسي مواكبة التطور التكنولوجي في التعليم بسبب نقص الموارد. وقد أدى الافتقار إلى الاستثمار التكنولوجي إلى وسائل تعليمية غير حديثة ونقص في تدريب المعلمين، مما حد من استخدام التكنولوجيا في التعليم وأعاق اكتساب الطلاب الإيرانيين للمهارات الرقمية.

 

عدم المساواة الرقمية

يعد عدم المساواة الرقمية مشكلة واجهها الطلاب في السنوات الأخيرة. أظهر استطلاع عام 2017 أن 28% من الإيرانيين ليس لديهم إمكانية الوصول إلى الإنترنت أو لديهم اتصال محدود بالإنترنت فقط. بينما أولئك الذين لديهم إمكانية الوصول إلى الإنترنت، يعيش 80% من مستخدمي الشبكة العنكبوتية في المدن و20% فقط في المناطق الريفية. خلال جائحة فيروس كورونا (كوفيد-19) في عام 2019، عندما تم إعطاء الأولوية للتعلم عبر الإنترنت في إيران للحد من انتشار الفيروس، ترك عدد كبير من الطلاب الدراسة. ذلك بسبب عدم قدرتهم على الحصول للإتصال بالإنترنت ومحدودية الوصول إلى الإنترنت في منطقتهم.

 

التدخل السياسي

يتأثر النظام التعليمي في إيران بشكل كبير بسياسات الحكومة، مما أدى إلى تسييس التعليم وتعزيز أيديولوجية معينة. و معلوم أن الحكومة الإيرانية تسيطر بشكل صارم على المناهج والكتب المدرسية والمواد التعليمية المستخدمة في المدارس والجامعات. وكثيراً ما ترتبط المناهج المدرسية بالأفكار السياسية والدينية للحكومة، مع التركيز على تعزيز القيم الإسلامية ونسخة الحكومة من الثقافة والتاريخ الإيراني. يمتد تأثير الحكومة الإيرانية على النظام التعليمي إلى ما هو أبعد من محتوى الفصول الدراسية.

كما أنه الحكومة تتدخل بشكل مباشر في تعيين وفصل المعلمين وأساتذة الجامعات وتعيين الإداريين. وهذا يمكن أن يؤدي إلى ممارسات توظيف تمييزية واستبعاد الأفراد الذين لا يتوافقون مع أيديولوجيات الحكومة، مما يحد من تنوع وجهات النظر والأفكار في النظام التعليمي. علاوة على ذلك، تقوم الحكومة الإيرانية بمراقبة و التحكم في الأبحاث الأكاديمية والمنشورات والأنشطة داخل المؤسسات التعليمية. يواجه العلماء والمعلمون والطلاب الذين يعبّرون عن وجهات نظر معارضة أو ينخرطون في التفكير النقدي الذي يقوض خطاب الحكومة التقييد والترهيب وحتى الاضطهاد. وهذا يولد الخوف والرقابة الذاتية بين المعلمين والطلاب، مما يحد من الاستقلال الأكاديمي ومشاركة الأفكار والآراء المتنوعة.

ونتيجة لذلك، فإن سياسات التعليم في إيران قد تضعف قدرة الطلاب على التفكير النقدي، والتساؤل، والنظر في وجهات نظر بديلة. فهو يمكن أن يحد من تعرضهم لوجهات نظر مختلفة، ويحد من استقلالهم الأكاديمي، ويعوق قدرتهم على اكتساب قدرات التفكير النقدي الضرورية للنمو الشخصي والتقدم المجتمعي وتعزيز بيئة فكرية منفتحة وشاملة.

 

استنزاف الموهبة

وأخيراً، تشكل هجرة الثروة البشرية في قطاع التعليم تحدياً تعليمياً آخر تواجهه إيران حالياً. يفر العديد من الإيرانيين الموهوبين والمتعلمين من البلاد بحثًا عن فرص عمل أفضل وأجور أعلى. ووفقاً لصندوق النقد الدولي، الذي درس 61 دولة، فإن إيران لديها أعلى معدل لهجرة الموارد البشرية االتعليمية، حيث يغادر 150 ألف إيراني متعلم وطنهم الأصلي كل عام. وتقدر الخسائر الاقتصادية السنوية الناجمة عن هجرة الأدمغة بمبلغ 50 مليار دولار أو أكثر. إن هجرة الأدمغة هذه تحرم البلاد من ألمع العقول، مما يقلل من إمكانات البلاد للنمو الاقتصادي والتقدم.

 

الخلاصة و التوصيات

ويتطلب التصدي لهذه التحديات إجراء إصلاحات كبيرة واستثمارات كبيرة في نظام التعليم. ويتعين على الحكومة الإيرانية أن تعطي الأولوية للتعليم من خلال زيادة التمويل في المدارس والجامعات، وتوظيف وتدريب المعلمين المؤهلين، ورفع مستوى المناهج الدراسية للتأكيد على التفكير النقدي، وحل المشاكل، والإبداع. علاوة على ذلك، يجب على الحكومة معالجة التحديات التعليمية التي تواجهها الطالبات، وخاصة في المناطق الريفية، وتعزيز المساواة بين الجنسين في التعليم.

يعد الاستثمار في التكنولوجيا ضروريًا أيضًا لتطوير النظام التعليمي في إيران. ويتعين على الحكومة أن تقدم أحدث التقنيات للمدارس والمؤسسات وأن تستثمر في تدريب المعلمين على استخدامها بنجاح في الفصول الدراسية. ولن يساعد ذلك الطلاب على بناء قدراتهم الرقمية فحسب، بل سيعدهم أيضًا لمتطلبات سوق العمل في القرن الحادي والعشرين. ومن خلال القيام بذلك، تستطيع إيران التغلب على هذه التحديات وبناء مستقبل أكثر ازدهارًا ونجاحًا.

 

 

المراجع

https://www.britannica.com/place/Iran/Education

https://data.worldbank.org/indicator/SE.ADT.LITR.MA.ZS?locations=IR

https://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?locations=IR

https://iranfocus.com/life-in-iran/33917-the-iranian-education-system-in-tatters-due-to-poverty/

https://iran-hrm.com/2019/09/22/repressive-state-and-low-quality-of-education-in-iran/

https://observers.france24.com/en/20200421-iran-internet-covid19-distance-learning-poverty

http://www.us-iran.org/resources/2016/10/10/education

https://shelbycearley.files.wordpress.com/2010/06/iran-education.pdf

Educational Challenges in Iran – Urdu Translation

ایران میں تعلیمی چیلنجز

 

تحریر: عزیر احمد سلیم
ترجمہ: مائدہ طیب

Photo by sin_drakshani on Unsplash

فارس کے زمانے سے لے کر آج تک ایران میں ثقافتی ورثہ اور تعلیمی فضیلت کی ایک طویل تاریخ ہے۔ تاہم، ایران کو اس وقت تعلیم کے شعبے میں مختلف مسائل کا سامنا ہے جو اپنے شہریوں کو اعلیٰ معیار کی تعلیم فراہم کرنے کی اس کی صلاحیت کو خطرے میں ڈال رہے ہیں۔ ایران میں تقریباً 7 ملین بچے تعلیم تک رسائی سے محروم ہیں اور ایک اندازے کے مطابق 25 ملین لوگ ناخواندہ ہیں۔

غربت:

تعلیم کی راہ میں بڑی رکاوٹوں میں سے ایک غربت ہے، خاص طور پر دیہی علاقوں میں، جہاں اسکولوں تک رسائی، قابل اساتذہ اور نقل و حمل محدود ہے۔ پچھلے تین سالوں میں، کم طلباء کالج میں جا رہے ہیں۔ ایران کے سرکاری میڈیا کے مطابق یہ کمی غربت، مفت تعلیم کی عدم موجودگی اور کالج کے طلباء کے لیے حکومتی تعاون میں کمی کی وجہ سے ہے۔ کالج کے طلباء کی کل تعداد تعلیمی سال 2014-2015 میں 4,811,581 سے کم ہوکر تعلیمی سال 2017-2018 میں 3,616,114 ہوگئی۔

صنفی عدم مساوات:

مزید برآں، ایران کا تعلیمی نظام اب بھی صنفی عدم مساوات کے ساتھ نبرد آزما ہے۔ اس حقیقت کے باوجود کہ پچھلی چند دہائیوں میں پرائمری اور سیکنڈری سکولوں میں داخلوں میں اضافہ ہوا ہے، اعلیٰ تعلیم میں اب بھی لڑکیوں کی نمائندگی کم ہے۔

عالمی بینک کے مطابق ایران میں بالغ لڑکیوں کی شرح خواندگی۸۵ فیصد ہے جبکہ بالغ لڑکوں کی شرح خواندگی ۹۲ فیصد ہے۔ بہت سے خاندان اب بھی اپنی بیٹیوں کی تعلیم کی نسبت ان کی کم عمری میں شادی کو ترجیح دیتے ہیں۔ اس کی وجہ سے، طالبات کو پہلی جماعت سے آگے تعلیم حاصل کرنے کی خواہش کوپورا کرنے میں کافی رکاوٹوں کا سامنا کرنا پڑتا ہے، اور سکولوں میں صنفی علیحد گی یعنی مخلوط تعلیم کا نہ ہونا، ان کی مزید تعلیم حاصل کرنے کی صلاحیت کو محدود کرتا ہے۔

مالیاتی مسائل:

ایران کے تعلیمی نظام کے لیے ایک اور خطرہ سرمائے کی کمی ہے۔ اس وجہ سے تربیت یافتہ اساتذہ میں کمی، ناکافی سہولیات اورازکار رفتہ آلاتٍ تعلیم ہے۔ بہت ساری تعلیمی عمارتیں غیر محفوظ ہیں اور نئےاداروں کے قیام کے لیے جگہیں دستیاب نہیں ہیں ۔

درحقیقت ایران کے ایک تہائی سکول اتنے کمزور ہیں کہ انہیں گرا کر دوبارہ تعمیر کرنے کی ضرورت ہے۔ تہران، رے اور تاجرش کی سٹی کونسل کے سربراہ محسن ہاشمی کا کہنا ہے کہ، “زلزلے کی بات دور، شدید طوفان کی صورت میں بھی تہران کے 700 سکول تباہ ہو جائیں گے۔”

تعلیمی سرمایہ کاری کو بڑھانے کے لیے حکومت کی کوششوں کے باوجود ایران کے تعلیمی اخراجات خطے کے دیگر ممالک کے مقابلے میں کم ہیں۔ عالمی بینک کے مطابق ۲۰۲۰ میں جی ڈی پی کے فیصد کے طور پر ایران کے تعلیمی اخراجات تین اعشاریہ آٹھ فیصد تھے، جو دیگر اعلیٰ اور متوسط ​​آمدنی والے ممالک میں تعلیم کے اوسط اخراجات سے بہت کم ہیں۔ جب کہ ایرانی آئین کہتا ہے کہ، “حکومت قوم کے تمام افراد کے لیے مفت ابتدائی اور ہائی سکول کی تعلیم فراہم کرنے کی پابند ہے اور جب تک ملک خود کفیل نہیں ہو جاتا، سب کے لیے مفت اعلیٰ تعلیم کی سہولت فراہم کرے گی۔” اس کے برعکس، صدر روحانی نے گزشتہ چند سالوں میں دیہی علاقوں میں بہت سے سکولوں کو بند کرنے اور بجٹ میں کمی کرنے کا حکم دیا ہے۔ علامہ یونیورسٹی کے ایک اسسٹنٹ پروفیسرکا کہنا ہے کہ ایران کی جانب سے تعلیم کے لیے مختص رقم، اس مقصد کے لئے اقوام متحدہ کی سفارشات سے بہت کم ہے۔ اس کے علاوہ، وسائل کی کمی کی وجہ سے اسکول کا نظام ٹیکنالوجی میں ہونے والی ترقی سے بھی بہرہ مند نہیں ہو سکتا۔ ٹیکنالوجی میں سرمایہ کاری کی کمی کیے باعث اساتذہ کی تربیت میں بھی کمی آ چکی ہے، جس نے تعلیم میں ٹیکنالوجی کے استعمال کو محدود کر دیا ہے اور ایرانی طلباء کی ڈیجیٹل استعداد کے حصول میں رکاوٹ ڈالی ہے۔

ڈیجیٹل عدم مساوات:

اس کے علاوہ، ڈیجیٹل عدم مساوات ایک ایسا مسئلہ ہے جس کا حالیہ برسوں میں طلبا و طالبات کو سامنا کرنا پڑا ہے۔ ۲۰۱۷ کے ایک سروے سے پتہ چلتا ہے کہ ۲۸ فیصد ایرانیوں کے پاس انٹرنیٹ تک رسائی نہیں تھی یا بہت کم تھی۔ جبکہ انٹرنیٹ تک رسائی کے حامل صارفین میں سے ۸۰ فیصد شہروں میں اور محض ۲۰ فیسد دیہی علاقوں میں رہنے والے تھے۔۲۰۱۹ میں کورونا وائرس کی وبا کے دوران، جب ایران میں وائرس کے پھیلاؤ کو کم کرنے کے لیے آن لائن تعلیم کو ترجیح دی گئی تو بڑی تعداد میں طلباء نے تعلیم چھوڑ دی۔ اس کی وجہ ان کی انٹرنیٹ کنکشن کے حصول میں درپیش مشکلات اور ان کے علاقے میں انٹرنیٹ تک محدود رسائی تھی۔

سیاسی مداخلت:

مزید برآں، ایران میں تعلیمی نظام پر حکومت کا بہت زیادہ اثر ہے، جس کے باعث تعلیمی نظام سیاست زدہ ہو چکا ہے، جس میں مخصوص نظریے ہی کو فروغ دیا جاتا ہے۔ ایرانی حکومت سکولوں اور یونیورسٹیوں میں استعمال ہونے والے نصاب، نصابی کتابوں اور تدریسی مواد کو سختی سے کنٹرول کرتی ہے۔ اسکول کے نصاب کو اکثر حکومت کے سیاسی اور مذہبی نظریات سے جوڑا جاتا ہے، جس میں اسلامی اقدار، ایرانی ثقافت، اور تاریخ کے حکومتی تصور کو فروغ دینے پر زور دیا جاتا ہے۔

تعلیمی نظام پر ایرانی حکومت کا اثر کلاس روم میں پڑھائے جانے والے مواد سے کہیں زیادہ ہے۔ اس سے اساتذہ اور یونیورسٹی کے پروفیسروں کی بھرتی اور برطرفی، اور منتظمین کی تقرری بھی متاثر ہوتی ہے۔ اس کا نتیجہ امتیازی بھرتی کے طریقوں اور ایسے افراد کے اخراج کی صورت میں نکل سکتا ہے جو حکومت کے نظریات سے ہم آہنگ نہیں ہیں، جس سے تعلیمی نظام کا تناظر اور نظریات کا تنوع محدود ہو جاتا ہے۔ مزید برآں، ایرانی حکومت تعلیمی اداروں کے اندر تعلیمی تحقیق، اشاعت اور سرگرمیوں کواپنے قابومیں رکھنے کے لئے ان کی کڑی نگرانی کرتی ہے۔

اسکالرز، ماہرین تعلیم، اور طلباء جو مخالف نقطہ نظر کا اظہار کرتے ہیں یا حکومت کے بیانیے کو کمزور کرنے کے لیے تنقیدی سوچ میں رکھتے ہیں، انہیں پابندی، دھمکی اور یہاں تک کہ ظلم و ستم کا سامنا کرنا پڑتا ہے۔ یہ اساتذہ اور طلباء میں خوف اور خود سنسرشپ پیدا کرتا ہے، اور تعلیمی آزادی، خیالات، اور آراء کے اشتراک کو محدود کردیتا ہے۔ نتیجتاً، ایران میں تعلیم کی سیاست طلباء کی تنقیدی سوچ، سوال کرنے اور متبادل نقطہ نظر پر غور کرنے کی صلاحیت کو متاثر کر سکتی ہے۔ اس سے ان کی مختلف نقطہ ہائے نظر سے واقفیت، ان کی تعلیمی آزادی اور تنقیدی سوچ کی استعداد کے حصول کی صلاحیت محدود ہوتی ہے، جو شخصیت کی تعمیر، سماجی ترقی، اور ایک کھلے اور جامع فکری ماحول کے فروغ کے لیے ضروری ہیں۔

ٹیلنٹ کی کمی:

آخر میں برین ڈرین کا ذکر، جو ایک اور تعلیمی چیلنج ہے، جس کا ایران اس وقت سامنا کر رہا ہے۔ بہت سے باصلاحیت اور تعلیم یافتہ ایرانی بہتر مستقبل کے امکانات اور زیادہ آمدنی کے لیے اپنا ملک چھوڑ کر جا رہے ہیں۔

آئی ایم ایف کے مطابق، جس نے 61 ممالک کا مطالعہ کیا ہے، ایران میں برین ڈرین کی شرح سب سے زیادہ ہے، جہاں ہر سال 150,000 تعلیم یافتہ ایرانی اپنا آبائی ملک چھوڑجاتے ہیں۔ برین ڈرین سے سالانہ معاشی نقصان کا تخمینہ 50 بلین ڈالر یا اس سےکچھ زیادہ ہے۔ یہ برین ڈرین ملک کو اس کے روشن دماغوں سے محروم کر رحا ہے، جس سے ملک کی اقتصادی ترقی کے امکانات کم ہو جاتے ہے۔ ان چیلنجز سے نمٹنے کے لیے ایران کے تعلیمی نظام میں بنیادی اصلاحات اور سرمایہ کاری کی ضرورت ہے۔ ایرانی حکومت کو چاہیے کہ وہ تعلیم کو ترجیح دیتے ہوئے سکولوں اور یونیورسٹیوں کے فنڈز میں اضافہ کرے، قابل اساتذہ کی خدمات کے ھصول اور ان کی تربیت کا اہتمام کرے، اور نصاب میں جدت لائے تاکہ طلبا میں تنقیدی سوچ، مسائل کے حل کا جذبہ اور تخلیقی صلاحیتیں پیدا ہو سکیں۔ مزید برآں، حکومت کو خواتین اور طالبات کو درپیش تعلیمی چیلنجوں سے نمٹنا چاہیے، خاص طور پر دیہی علاقوں میں، اور تعلیم میں صنفی مساوات کو فروغ دینا چاہیے۔

ایران کے تعلیمی نظام کی ترقی کے لیے ٹیکنالوجی میں سرمایہ کاری بھی ضروری ہے۔ حکومت کو چاہیے کہ وہ اسکولوں اور اداروں کو جدید ترین ٹیکنالوجی فراہم کرے اور اساتذہ کی تربیت کے لئے وسائل مہیا کرے تاکہ ٹیکنالوجی ک کلاس روم میں کامیابی سے استعمال کیا جا سکے۔ اس سے نہ صرف طلبا میں ڈیجیٹل صلاحیتیں پیدا کرنے میں مدد ملے گی بلکه انہیں اکیسویں صدی کی افرادی قوت کی مارکیٹ کے تقاضوں کے مطابق تیار کیا جاسکے گا۔ اس سے ایران اپنی مشکلات پر قابو پا کر مزید خوشحال ہو سکتا ہے اورایک کامیاب مستقبل بنا سکتا ہے۔

 

حوالہ جات:

https://www.britannica.com/place/Iran/Education

https://data.worldbank.org/indicator/SE.ADT.LITR.MA.ZS?locations=IR

https://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?locations=IR

https://iranfocus.com/life-in-iran/33917-the-iranian-education-system-in-tatters-due-to-poverty/

https://iran-hrm.com/2019/09/22/repressive-state-and-low-quality-of-education-in-iran/

https://observers.france24.com/en/20200421-iran-internet-covid19-distance-learning-poverty

http://www.us-iran.org/resources/2016/10/10/education

https://shelbycearley.files.wordpress.com/2010/06/iran-education.pdf

ईरान में शैक्षिक चुनौतियां

 

लेखकः उज़ैर अहमद सलीम

सिना द्रख्शानी द्वारा फोटो, अनस्प्लैश पर

ईरान के पास एक समृद्ध सांस्कृतिक विरासत और शैक्षिक उत्कृष्टता का एक लंबा इतिहास है, जो प्राचीन काल से है जब इसे फारस के नाम से जाना जाता था। हालाँकि, देश वर्तमान में शिक्षा क्षेत्र में विभिन्न मुद्दों का सामना कर रहा है जो अपने नागरिकों को उच्च गुणवत्ता वाली शिक्षा प्रदान करने की इसकी क्षमता को खतरे में डालते हैं।

ईरान में लगभग 7 मिलियन बच्चों की शिक्षा तक पहुंच नहीं है, और अनुमानित 25 मिलियन अनपढ़ हैं।

गरीबी

ईरान में 6 से 11 वर्ष की आयु के बच्चों के लिए शिक्षा को अनिवार्य माना जाता है। हालाँकि, ईरान में शिक्षा तक पहुँच एक महत्वपूर्ण बाधा बनी हुई है, विशेष रूप से कम आय वाले परिवारों के छात्रों के लिए।

शिक्षा के लिए मुख्य बाधाओं में से एक गरीबी है, विशेष रूप से ग्रामीण क्षेत्रों में, जहां स्कूलों, योग्य शिक्षकों और परिवहन तक पहुंच सीमित है।
पिछले तीन वर्षों में, कम छात्र कॉलेज जा रहे हैं। ईरानी राज्य मीडिया के अनुसार, यह कमी गरीबी, मुफ्त शिक्षा के अभाव और कॉलेज के छात्रों के लिए सरकारी सहायता की कमी के कारण है। कॉलेज के छात्रों की कुल संख्या शैक्षणिक वर्ष 2014-2015 में 4,811,581 से गिरकर शैक्षणिक वर्ष 2017-2018 में 3,616,114 हो गई।

लैंगिक असमानता

इसके अतिरिक्त, ईरान की शिक्षा प्रणाली अभी भी लैंगिक असमानता से जूझ रही है। उच्च शिक्षा में लड़कियों का प्रतिनिधित्व अभी भी कम है, इस तथ्य के बावजूद कि पिछले कुछ दशकों में प्राथमिक और माध्यमिक शिक्षा में उनके नामांकन में नाटकीय रूप से वृद्धि हुई है।
विश्व बैंक के अनुसार, ईरान में वयस्क लड़कियों की साक्षरता दर 85% है, जबकि वयस्क लड़कों की साक्षरता दर 92% है। कई परिवार अभी भी अपनी बेटियों की शिक्षा पर जल्दी शादी को प्राथमिकता देते हैं।

इस वजह से, महिला छात्रों को पहली कक्षा से परे शिक्षा प्राप्त करने की इच्छा रखते हुए पर्याप्त बाधाओं का सामना करना पड़ता है, और स्कूलों में लिंग अलगाव आगे की शिक्षा प्राप्त करने की उनकी क्षमता को प्रतिबंधित करता है।

पैसों से जुड़े मुद्दे

ईरान की शिक्षा प्रणाली के लिए एक और खतरा पूंजी की कमी है, जिससे प्रशिक्षित शिक्षकों, अपर्याप्त सुविधाओं और पुराने उपकरणों की कमी हो जाती है।

शिक्षण क्षेत्रों की कमी के साथ कई शैक्षणिक सुविधाएं कम और असुरक्षित हैं। वास्तव में, ईरान के एक तिहाई स्कूल इतने कमजोर हैं कि उन्हें ध्वस्त करके फिर से बनाया जाना चाहिए।
तेहरान में नगर परिषद के अध्यक्ष रे और ताजरिश, मोहसेन हाशेमी ने कहा कि “भूकंप की तो बात ही छोड़िए, गंभीर तूफान की स्थिति में तेहरान में 700 स्कूल नष्ट हो जाएंगे।”

शैक्षिक निवेश बढ़ाने के सरकार के प्रयासों के बावजूद, क्षेत्र के अन्य देशों की तुलना में ईरान का शैक्षिक व्यय कम है।
विश्व बैंक के अनुसार, 2020 में सकल घरेलू उत्पाद के प्रतिशत के रूप में ईरान का शिक्षा व्यय 3.6% था, जो अन्य उच्च-मध्यम आय वाले देशों में औसत शिक्षा व्यय की तुलना में बहुत कम था।

जबकि ईरानी संविधान में कहा गया है, “सरकार राष्ट्र के सभी सदस्यों के लिए मुफ्त प्राथमिक और उच्च विद्यालय शिक्षा प्रदान करने और सभी के लिए मुफ्त उच्च शिक्षा की सुविधा प्रदान करने के लिए बाध्य है जब तक कि देश आत्मनिर्भर न हो जाए।” इसके विपरीत, रूहानी ने पिछले कुछ वर्षों में ग्रामीण समुदायों के कई स्कूलों को बंद करने और बजट में कटौती करने का आदेश दिया है।
अल्लामेह विश्वविद्यालय के एक सहायक प्रोफेसर ने कहा कि ईरान का शिक्षा के लिए धन का प्रतिशत आवंटन संयुक्त राष्ट्र की सिफारिश से बहुत कम है।

इसके अलावा, संसाधनों की कमी के कारण स्कूल प्रणाली तकनीकी सुधारों को जारी नहीं रख सकती है। प्रौद्योगिकी निवेश की कमी ने पुराने उपकरणों और शिक्षक प्रशिक्षण की कमी को जन्म दिया है, जिसने शिक्षा में प्रौद्योगिकी के उपयोग को सीमित कर दिया है और ईरानी छात्रों के डिजिटल कौशल के अधिग्रहण में बाधा उत्पन्न की है।

डिजिटल असमानता

इसके अलावा, डिजिटल असमानता एक ऐसी समस्या है जिसका सामना छात्रों को हाल के वर्षों में करना पड़ा है। 2017 के एक सर्वेक्षण से पता चला है कि 28% ईरानियों के पास इंटरनेट का उपयोग नहीं था या केवल न्यूनतम इंटरनेट का उपयोग था। जबकि इंटरनेट एक्सेस वाले, 80% उपयोगकर्ता शहरों में रहते थे और केवल 20% ग्रामीण क्षेत्रों में रहते थे।

2019 में कोरोनावायरस महामारी के दौरान, जब वायरस के प्रसार को कम करने के लिए ईरान में ऑनलाइन शिक्षा को प्राथमिकता दी गई थी, तो काफी संख्या में छात्रों ने पढ़ाई छोड़ दी थी। यह इंटरनेट कनेक्शन खरीदने में उनकी असमर्थता और उनके क्षेत्र में इंटरनेट की सीमित पहुंच के कारण था।

राजनीतिक हस्तक्षेप

इसके अतिरिक्त, ईरान में शिक्षा प्रणाली सरकार से बहुत प्रभावित है, जिसके परिणामस्वरूप शिक्षा का राजनीतिकरण हुआ है और एक विशिष्ट विचारधारा को बढ़ावा मिला है।

ईरानी सरकार स्कूलों और विश्वविद्यालयों में उपयोग किए जाने वाले पाठ्यक्रम, पाठ्यपुस्तकों और निर्देशात्मक सामग्री को सख्ती से नियंत्रित करती है। स्कूली पाठ्यक्रम को अक्सर सरकार के राजनीतिक और धार्मिक विचारों से जोड़ा जाता है, जो इस्लामी मूल्यों और ईरानी संस्कृति और इतिहास के सरकारी संस्करण को बढ़ावा देने पर जोर देता है।

शिक्षा प्रणाली पर ईरानी सरकार का प्रभाव कक्षा की सामग्री से परे है।

यह शिक्षकों और विश्वविद्यालय के प्रोफेसरों की भर्ती और बर्खास्तगी और प्रशासकों की नियुक्ति को भी प्रभावित करता है। इसके परिणामस्वरूप भेदभावपूर्ण भर्ती प्रथाएं और उन व्यक्तियों का बहिष्कार हो सकता है जो सरकार की विचारधाराओं से मेल नहीं खाते हैं, जिससे शिक्षा प्रणाली के दृष्टिकोण और विचारों की विविधता सीमित हो जाती है।
इसके अलावा, ईरानी सरकार शैक्षणिक संस्थानों के भीतर अकादमिक अनुसंधान, प्रकाशनों और गतिविधियों की सक्रिय रूप से निगरानी और नियंत्रण करती है।

विद्वान, शिक्षक और छात्र जो विरोधी दृष्टिकोण व्यक्त करते हैं या सरकार के आख्यानों को कमजोर करने वाली आलोचनात्मक सोच में संलग्न होते हैं, उन्हें प्रतिबंध, धमकी और यहां तक कि उत्पीड़न का सामना करना पड़ता है। यह शिक्षकों और छात्रों के बीच भय और आत्म-सेंसरशिप पैदा करता है, शैक्षणिक स्वतंत्रता को सीमित करता है और विभिन्न विचारों और विचारों को साझा करता है।

नतीजतन, ईरान में शिक्षा की राजनीति छात्रों की आलोचनात्मक रूप से सोचने, सवाल करने और वैकल्पिक दृष्टिकोण पर विचार करने की क्षमता को प्रभावित कर सकती है। यह उनके विभिन्न दृष्टिकोण के संपर्क को सीमित कर सकता है, उनकी शैक्षणिक स्वतंत्रता को सीमित कर सकता है, और आलोचनात्मक सोच क्षमताओं को प्राप्त करने की उनकी क्षमता में बाधा डाल सकता है, जो व्यक्तिगत विकास, सामाजिक प्रगति और एक खुले और समावेशी बौद्धिक वातावरण को बढ़ावा देने के लिए आवश्यक हैं।

प्रतिभा में कमी अंत में, ब्रेन ड्रेन एक और शैक्षिक चुनौती है जिसका ईरान वर्तमान में सामना कर रहा है। कई प्रतिभाशाली और शिक्षित ईरानी बेहतर करियर की संभावनाओं और उच्च वेतन के लिए देश से भाग रहे हैं।

आईएमएफ के अनुसार, जिसने 61 देशों का अध्ययन किया, ईरान में ब्रेन ड्रेन की दर सबसे अधिक है, जिसमें हर साल 150,000 शिक्षित ईरानी अपना मूल देश छोड़ देते हैं। ब्रेन ड्रेन से होने वाला वार्षिक आर्थिक नुकसान 50 अरब डॉलर या उससे अधिक होने का अनुमान है।

यह ब्रेन ड्रेन देश को उसके प्रतिभाशाली दिमागों से वंचित करता है, जिससे देश की आर्थिक विकास और प्रगति की क्षमता कम हो जाती है।
इन चुनौतियों से निपटने के लिए शिक्षा प्रणाली में महत्वपूर्ण सुधारों और निवेश की आवश्यकता है।

ईरानी सरकार को स्कूलों और विश्वविद्यालयों में वित्त पोषण को बढ़ावा देकर, योग्य शिक्षकों को काम पर रखकर और प्रशिक्षित करके और आलोचनात्मक सोच, समस्या-समाधान और रचनात्मकता पर जोर देने के लिए पाठ्यक्रम को उन्नत करके शिक्षा को प्राथमिकता देनी चाहिए।
इसके अलावा, सरकार को विशेष रूप से ग्रामीण क्षेत्रों में महिला छात्रों द्वारा अनुभव की जाने वाली शैक्षिक चुनौतियों का समाधान करना चाहिए और शिक्षा में लैंगिक समानता को बढ़ावा देना चाहिए।

निष्कर्ष

ईरान की शिक्षा प्रणाली के विकास के लिए प्रौद्योगिकी में निवेश भी आवश्यक है। सरकार को स्कूलों और संस्थानों को नवीनतम तकनीक प्रदान करनी चाहिए और कक्षा में सफलतापूर्वक इसका उपयोग करने के लिए शिक्षकों को प्रशिक्षित करने में निवेश करना चाहिए। इससे न केवल छात्रों को डिजिटल क्षमताओं का निर्माण करने में मदद मिलेगी, बल्कि यह उन्हें इक्कीसवीं सदी के श्रम बाजार की मांगों के लिए भी तैयार करेगा।
ऐसा करके, ईरान इन चुनौतियों को पार कर सकता है और एक अधिक समृद्ध और सफल भविष्य का निर्माण कर सकता है।

 

संदर्भ:

https://www.britannica.com/place/Iran/Education

https://data.worldbank.org/indicator/SE.ADT.LITR.MA.ZS?locations=IR

https://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?locations=IR

https://iranfocus.com/life-in-iran/33917-the-iranian-education-system-in-tatters-due-to-poverty/

https://iran-hrm.com/2019/09/22/repressive-state-and-low-quality-of-education-in-iran/

https://observers.france24.com/en/20200421-iran-internet-covid19-distance-learning-poverty

http://www.us-iran.org/resources/2016/10/10/education

https://shelbycearley.files.wordpress.com/2010/06/iran-education.pdf

अनस्प्लैश के माध्यम से डेविड पेनिंगटन द्वारा चित्रित छवि

Educational Challenges in Iran

Written by Uzair Ahmad Saleem

Photo by sina drakhshani on Unsplash

Iran has a rich cultural heritage and a long history of educational excellence, dating back to ancient times when it was known as Persia. However, the country is currently confronted with various issues in the education sector that jeopardise its ability to provide high-quality education to its citizens.

Around 7 million children lack access to education, and an estimated 25 million illiterates are in Iran.

Poverty

Education is considered compulsory in Iran for children aged 6 to 11. However, access to education remains a significant barrier in Iran, particularly for pupils from low-income families.

One of the main barriers to education is poverty, particularly in rural areas, where access to schools, qualified teachers, and transportation is limited.

Over the past three years, fewer students have been attending college. According to Iranian state media, this decrease is due to poverty, the absence of free education, and the lack of government support for college students. The total number of college students fell from 4,811,581 in the academic year 2014–2015 to 3,616,114 in the academic year 2017–2018.

Gender inequality

Additionally, Iran’s educational system still struggles with gender inequality. Girls are still underrepresented in higher education, despite the fact that their enrolment in primary and secondary education has increased dramatically over the previous few decades.

According to the World Bank, the literacy rate for adult girls in Iran is 85%, compared to 92% for adult boys. Many families still prioritise early marriage over their daughters’ education.

Because of this, female students encounter substantial obstacles while wanting to pursue education beyond the first grade, and gender segregation in schools restricts their ability to pursue further education.

Monetary issues

Another threat to Iran’s educational system is a lack of capital, which leads to a dearth of trained teachers, inadequate facilities, and antiquated equipment.

Many educational facilities are subpar and unsafe, with a scarcity of teaching areas. In fact, one-third of Iran’s schools are so flimsy that they must be demolished and rebuilt.

The city council chair in Tehran, Ray and Tajrish, Mohsen Hashemi, said that “700 schools in Tehran will be destroyed in case of a severe storm, let alone earthquake.”

Despite the government’s efforts to enhance educational investment, Iran’s educational expenditure remains low compared to other countries in the region.

According to the World Bank, Iran’s education expenditure as a percentage of GDP was 3.6% in 2020, much lower than the average education expenditure in other upper-middle-income nations.

While Iranian Constitution states, “The government is obliged to provide free elementary and high school education for all members of the nation and facilitate free higher education for all until the country is self-sufficient.” In contrast, Rouhani has ordered to shut down many schools in rural communities and to cut down the budget in the past few years.

An assistant professor at Allameh University stated that Iran’s percentage allocation of money to education is much less than the United Nations’ recommendation.

In addition, the school system cannot keep up with technological improvements due to a lack of resources. The lack of technology investment has led to outmoded equipment and a lack of teacher training, which has limited the use of technology in education and hampered Iranian students’ acquisition of digital skills.

Digital Inequality

Adding on, digital inequality is a problem that students have faced in recent years. A 2017 survey showed that 28% of Iranians had no internet access or only minimal internet access. While those with internet access, 80% of the users lived in cities and only 20% in rural areas.

During the coronavirus pandemic in 2019, when online learning was prioritised in Iran to reduce the virus’s spread, a considerable number of students dropped out. This was due to their inability to buy an internet connection and limited internet access in their area.

Political interference

Additionally, in Iran, the educational system is greatly influenced by the government, which has resulted in the politicisation of education and the promotion of a specific ideology.

The Iranian government strictly controls the curriculum, textbooks, and instructional materials used in schools and universities. School curricula are frequently linked with the government’s political and religious ideas, emphasising promoting Islamic values and the government’s version of Iranian culture and history.

The Iranian government’s influence on the educational system extends beyond classroom content.

It also affects the hiring and firing of teachers and university professors and the appointment of administrators. This can result in discriminatory hiring practices and the exclusion of individuals who do not align with the government’s ideologies, limiting the educational system’s diversity of perspectives and ideas.

Moreover, the Iranian government actively monitors and controls academic research, publications, and activities within the educational institutions.

Scholars, educators, and students who express opposing viewpoints or engage in critical thinking undermining the government’s narratives face restriction, intimidation, and even persecution. This generates fear and self-censorship among educators and students, restricting academic independence and the sharing of varied ideas and opinions.

As a result, the politics of education in Iran may impair students’ ability to think critically, question, and consider alternate points of view. It can limit their exposure to different points of view, limit their academic independence, and hinder their capacity to acquire critical thinking abilities, which are necessary for personal growth, societal progress, and fostering an open and inclusive intellectual environment.

Depletion of talent Finally, brain drain is another educational challenge that Iran is currently confronting. Many talented and educated Iranians are fleeing the nation for better career prospects and higher pay.

According to the IMF, which studied 61 nations, Iran has the highest rate of brain drain, with 150,000 educated Iranians leaving their native country each year. The annual economic loss from brain drain is estimated at $50 billion or higher.

This brain drain deprives the country of its brightest minds, reducing the country’s potential for economic growth and progress.

Addressing these challenges requires significant reforms and investment in the education system.

The Iranian government must prioritise education by boosting funding in schools and universities, hiring and training qualified teachers, and upgrading curricula to emphasise critical thinking, problem-solving, and creativity.

Furthermore, the government must address educational challenges experienced by female students, particularly in rural regions, and promote gender equality in education.

Conclusion

Investing in technology is also essential for developing Iran’s educational system. The government must offer the most up-to-date technology to schools and institutions and invest in training teachers to use it successfully in the classroom. This will not only help students build digital abilities, but it will also prepare them for the demands of the twenty-first-century labour market.

By doing so, Iran can overcome these challenges and build a more prosperous and successful future.

featured image by David Pennington via Unsplash

References.

https://www.britannica.com/place/Iran/Education

https://data.worldbank.org/indicator/SE.ADT.LITR.MA.ZS?locations=IR

https://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?locations=IR

https://iranfocus.com/life-in-iran/33917-the-iranian-education-system-in-tatters-due-to-poverty/

https://iran-hrm.com/2019/09/22/repressive-state-and-low-quality-of-education-in-iran/

https://observers.france24.com/en/20200421-iran-internet-covid19-distance-learning-poverty

http://www.us-iran.org/resources/2016/10/10/education

https://shelbycearley.files.wordpress.com/2010/06/iran-education.pdf

Educational Challenges in Togo

https://www.flickr.com/photos/thomsonreutersfoundation/23177205770/in/photolist-nzTumY-4WNvz2-2kh9bFK-2m2LTit-ngfV4C-5vSCGb-4WSN4L-8nM8hw-4WSN5s-nxLv9o-ngfLEK-nvGBf3-nxKuWT-ngfVfG-b7TnKg-bYGPoG-9rc4wU-8gev1B-d1EWhj-ch3XPG-5vQ7VA-ch3Z1J-9tq7qZ-5vNisa-aoCQM7-og9EnD-Bj6eN3-5vSCVN-5vSCRf-5vNivi-diuqm1-24ZJHtP-7pwwCy-yCuEf7-4WSN4b-2kVthJT-9tt4JY-ANGPas-9tq7W6-2mB5DuR-vwwcF-2nSiEcm-d1EV5C-9tt4v1-ovBuSW-9tq7eD-dAvHto-9tt56h-4xVcSP-2njDVZS

Written by Mamta Rao

Children in class in Lome’ Togo photo by michndb via Flickr.

Togo, officially known as the Togolese Republic, is a small tropical nation on Africa’s west coast. It is bordered by Ghana, Benin, and Burkina Faso and is home to approximately 8.5 million people. Despite its scenic coastal location along the Gulf of Guinea, Togo remains one of the least developed countries in the region, with significant disparities between rural and urban areas.¹

This article aims to delve into several significant challenges confronting the education system in Togo.
Education is an essential part of Togo’s national development roadmap for 2020–2025. While crises in Togo have hindered progress in education, the government has committed to developing effective education strategies. The development of Togo’s education system includes addressing numerous challenges.²

Poverty

Upon the culmination of primary school, over 50% of children in low- and middle-income nations struggle to read and comprehend a basic story. This learning crisis threatens countries’ efforts to build human capital and achieve the Sustainable Development Goals (SDGs), undermining sustainable public disclosure. The poverty level is twice as high in rural areas (58.8%) as in urban areas (26.5%) in Togo. This disparity largely stems from concentrated economic growth in modern sectors and limited access to quality services. Notably, poverty is more prevalent in female-headed households, with a rate of 45.7% compared to 45.2% in male-headed households. Women face greater vulnerability due to limited access to economic opportunities, education, healthcare, and other essential socio-economic amenities.

Togo’s Human Capital Index (HCI) score, standing at 0.43, reflects the concerning reality that children born in Togo today will only achieve 43% of their potential productivity as adults due to limited access to essential services such as healthcare, education, and proper nutrition. The experiences children have in early childhood significantly impact their lifelong development. Providing nurturing care during this crucial period is essential. Pre-primary education is recognised as a vital intervention in early childhood.³

Primary Education Expenditure

Primary education expenditure per child of primary education age in Togo is USD 297 (PPP), 47.2% below the average for the Sub-Saharan Africa region and 65.3% above the average for low-income countries. Togo’s education sector suffers from chronic underfunding, leading to insufficient resources for schools, low teacher salaries, and inadequate infrastructure. This affects the overall quality of education and limits the government’s ability to address other educational challenges effectively.⁴

In Togo, some private elementary schools (e.g., École Française and the American School of Lomé) have computer laboratories, but the school fees are not within the reach of the average Togolese family. Some private secondary schools, particularly those following the French education system and participating in external French examinations, provide computer laboratories for their students’ use., but only about 5% of Togolese youth know how to use computers.⁵

Learning Poverty

Togo, as well as many other African countries, is facing a learning crisis. Learning poverty is one of the factors contributing to low educational attainment. As per the World Bank and UNESCO estimations, 82% of children are not able to read and understand an age-appropriate text by age 10. Boys are less likely to achieve minimum proficiency at the end of primary school (81.5%) than girls (79.8%) in Togo. Notably, learning poverty rates are higher among boys than girls in Togo. In Togo, data from large-scale student learning assessments reveals that 81 per cent of children fail to reach the Minimum Proficiency Levels (MPL) by the end of primary school, as indicated by statistics from grade 6 in 2019. 5 per cent of primary school-aged children are not enrolled in school.⁶

According to the 2016 PASEC assessment at the beginning of schooling, the Togolese education system is among the least effective, with at least 50% of students who do not sufficiently master the knowledge and skills to pursue schooling in good conditions.⁷

Adolescent Girls Out of School

In Togo, 28 per cent (2017) of adolescent girls are out of school. Violence against children is still frequent and rarely denounced because it is considered legitimate by adults. The practice of child marriage affects 11.2% of girls aged 15–19. Girls’ dropouts persist because of pregnancies and the risk of violence.⁸

School dropout rates

The share of out-of-school children is lower for boys (2.8%) than for girls (7.8%). According to the UNESCO Institute of Statistics, the primary school completion rate was 87 per cent in 2022 for girls and 91 per cent for boys. However, the completion rates for lower secondary education indicate a significant decline, with only 59.9 per cent of girls and 66.8 per cent of boys completing their education. Gross enrolment rates for secondary education were 58 per cent for females and 70 per cent for males. Gross enrolment in tertiary education was 11 per cent for women in 2020 versus 19 per cent for men. This shows a significant drop-off in enrolment and completion as students progress to the next levels.⁹ ¹⁰

AFRICAN CHILDREN, TOGO photo by Patty vermillion$baby via Flickr.

Language barrier

The language of instruction throughout the school system is French, the official language of Togo. However, local languages are used in public and denominational kindergartens, but they remain confined to this level of education. ¹¹ There exists a concern within certain segments of the Togolese population regarding the potential premature erosion of the effectiveness of French. As it stands, French is the exclusive medium of education and serves as the primary language for communication across various sectors of society, including infrastructure and commercial endeavors. There is an observable deterioration in the teaching standards of the French language.¹²

Economic and social development issues

Togo faces significant challenges in achieving universal primary education. There are pronounced social disparities, particularly in academic programs, with girls and disadvantaged groups bearing the brunt of these inequalities. Regional disparities also persist, limiting schooling opportunities across different areas. Primary and secondary education suffer from high repetition rates, highlighting inefficiencies in the education system. Additionally, there is a notable gap between the skills acquired through education and the job market demands.

Togo’s education sector’s learning and working conditions are substandard, characterised by insufficient resources for purchasing equipment. Access to various levels and types of learning remains limited, exacerbating the educational divide. Furthermore, the distribution of teachers is uneven, with many being underqualified and exploited. The scarcity of books and teaching materials further hampers the learning process for both educators and students.

The utilisation of information and statistical systems is minimal, hindering effective planning and decision-making in education. Administrative management is also lacking, contributing to inefficiencies and bureaucratic hurdles. Moreover, there is inadequate oversight of the demands from the socio-professional sectors, leading to mismatches between educational outputs and the needs of the workforce. Addressing these multifaceted challenges is crucial for improving the quality and accessibility of education in Togo.¹³

Disputes between the government and teachers

Togo has experienced significant tensions and disputes between the government and teachers in recent years. These disputes often revolve around inadequate pay, poor working conditions, a lack of resources, and demands for educational reforms.

The SDI study (2016) has shown that most teachers do not master teaching content. On average, only 45% of the teachers scored well on a test designed to measure student achievements.¹⁴ ¹⁵

Highlight success stories and initiatives

Togo is ranked 162nd in 2021-2022 in terms of human development. The index of the gender development rate is 0.849, and the gender inequality index is 0.580. The government continues to expand access to social services and strengthen the institutional framework for gender.¹⁶

The country is making enormous efforts to recruit 3,300 teachers, but the State is still facing a demand to improve student performance. Despite these challenges, the transition rate from primary to secondary education increased to 84.5 per cent.¹⁷

For the past four years, a mobile library has been travelling through remote areas in Togo. It is suitable for those parents who cannot afford the books. This effort made Togo’s history known to generations in the French language through storytelling, with the belief that modern education must be combined with traditional ways that were lost due to colonisation.¹⁸

Owing to funding from Japan, the World Bank, and UNICEF, the refrigeration of vaccines during the pandemic has been reinforced or renewed in almost 95% of the country’s health facilities. The percentage of children with access to primary health care at the community level in the Savannah and Kara regions increased from 80.4% in 2021 to 82.2% in 2022.¹⁹

The UNICEF office in Togo has received vital support from financial partners, covering 32% of the COVID-19 Response Plan. These funds, provided by the Government of Japan, USAID, the Global Partnership for Education, and VLISCO, have played a crucial role in implementing measures to combat the spread of the virus and mitigate its socio-economic impact in Togo.

Togo’s formal education system operates on a 2-6-6 structure, and efforts have been made to enhance its quality and effectiveness. UNICEF and UNESCO conducted a comprehensive analysis of the Togolese education sector, proposing strategies to improve learning outcomes. As a result, Togo has adopted a national teacher policy aimed at enhancing teacher training, professionalism, and effectiveness, thereby improving educational standards across the country.

UNFPA has initiated a national program targeting teenage pregnancies and marriages, both within school and out-of-school settings. Aligned with Togo’s National Equity, Equality, and Gender Policy, this program aims to tackle gender disparities in education and promote gender equality. By addressing issues such as early marriages and pregnancies, the program contributes to fostering a more inclusive and equitable education system in Togo.

The country took steps in early 2022 to make birth registration free, the rate of which is nearly 83%. Several investments have improved children’s access to justice without reducing the extent of children’s deprivation or improving their care.²⁰

Conclusion

Addressing these challenges requires comprehensive reforms, including investments in infrastructure, teacher training, curriculum development, and policies aimed at promoting gender equality and inclusivity in education and enhancing social protection initiatives. Additionally, fostering partnerships with international organisations and donors can help mobilise resources to support education initiatives in Togo.

References

¹ World Bank. (2018). Overview. World Bank. https://www.worldbank.org/en/country/togo/overview

² Global Partnership for Education. (n.d.). Togo. Retrieved from https://www.globalpartnership.org/where-we-work/togo

³ Update on the context and situation of children. (n.d.). Retrieved February 12, 2024, from https://www.unicef.org/media/136456/file/Togo-2022-COAR.pdf

⁴ World Bank. (n.d.). Togo – Education Sector Support Project: Project Information Document. Retrieved from https://documents1.worldbank.org/curated/en/099107507212210595/pdf/IDU0455ed0610479e0409d0911707b844ab0e59b.pdf

⁵ Togo Country Fact Sheet. Retrieved from https://wikieducator.org/images/6/63/Togo.pdf

⁶ Togo Learning Poverty Brief. (2022). https://documents1.worldbank.org/curated/en/099107507212210595/pdf/IDU0455ed0610479e0409d0911707b844ab0e59b.pdf

⁷ UNICEF. (2018). Togo – Thematic Programme 4 (TP4) – 2018. UNICEF. https://open.unicef.org/sites/transparency/files/2020-06/Togo-TP4-2018.pdf

⁸ Update on the context and situation of children. (n.d.). Retrieved February 12, 2024, from https://www.unicef.org/media/136456/file/Togo-2022-COAR.pdf

⁹ UNESCO. (2024). Togo: Education Country Brief. Retrieved from: https://www.iicba.unesco.org/en/node/89

¹⁰ UNESCO. “UFC TOGO – Rapport de l’Unesco sur l’éducation au Togo.” Retrieved from http://www.ufctogo.com/Rapport-de-l-Unesco-sur-l-066.html

¹¹ UNESCO. “UFC TOGO – Rapport de l’Unesco sur l’éducation au Togo.” Retrieved from http://www.ufctogo.com/Rapport-de-l-Unesco-sur-l-066.html

¹² Education.stateuniversity.com. (n.d.). Togo – Educational System—overview. Retrieved from https://education.stateuniversity.com/pages/1536/Togo-EDUCATIONAL-SYSTEM-OVERVIEW.html

¹³ Togo: Sectorial Plan for Education 2010-2020: Meeting the Challenge of Economic, Social and Cultural Development, issued in 2010. (2020). Unesco.org. https://www.uil.unesco.org/en/articles/togo-sectorial-plan-education-2010-2020-meeting-challenge-economic-social-and-cultural-development#:~:text=Main%20challenges%201%20Togo%20is%20far%20from%20achieving

¹⁴ Al Jazeera. (2022, April 7). Togo dismisses more teachers in fresh row with teachers union. Retrieved from https://www.aljazeera.com/news/2022/4/7/togo-dismisses-more-teachers-in-fresh-row-with-teachers-union

¹⁵ World Bank. (n.d.). Schooling in Sub-Saharan Africa: Challenges and Opportunities. World Bank. https://openknowledge.worldbank.org/server/api/core/bitstreams/d7677add-4100-5198-9c93-841072cb5e07/content

¹⁶ Togo First. “Togo improves ranking in UNDP’s Human Development Index.”, https://www.togofirst.com/en/economic-governance/2205-11945-togo-improves-ranking-in-undp-s-human-development-index.

¹⁷ UNESCO. (n.d.). Title of the Document. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000387400

¹⁸ Togo education: A better focus on indigenous authors • FRANCE 24 English. (n.d.). www.youtube.com. Retrieved February 14, 2024, from https://www.youtube.com/watch?v=0M6ax4BS4_c

¹⁹ UNICEF. “COVID-19 Situation Report No. 21 for Togo: January 2022.” Accessed February 20, 2024. https://www.unicef.org/media/136456/file/Togo-2022-COAR.pdf

²⁰ UNESCO. (2024). Togo: Education Country Brief. Retrieved from https://www.iicba.unesco.org/en/node/89

Educational Challenges in Botswana

Written by Elizabeth Atiru

Human rights are the rights one enjoys simply because they are human. According to the UN Universal Declaration of Human Rights (UDHR), there are thirty rights to which all people are entitled, irrespective of their race, color, sex, language, religion, political or other opinion, national or social origin, property, birth, or other status. Article 26 of the UDHR states that everyone has the right to education and recognizes education as one of the fundamental rights to which all humans are entitled. Education has not only proven to be a pivotal tool for every country’s development but has also served as an indispensable element that facilitates the realization of other human rights (UN, 2001). Botswana, since it gained independence in 1966, has made a commitment to ensuring that all children, regardless of gender, ethnicity, socio-economic background, or circumstances, realize their right to a quality education. While Botswana has made significant strides in its development journey, the country still faces several challenges that need to be addressed in order to improve the quality of education and provide better opportunities for its citizens. This report will explore the educational system, challenges, and recommended solutions to improve Botswana’s educational accessibility, quality, and delivery.

School students celebrating Botswana’s 50th independence day. Photo by Mahyar Sheykhi

Botswana’s Education System.

Botswana has made significant strides in its education system through key reforms implemented over the years. These include the enactment of the Education Act in 1967, followed by the establishment of the National Commission on Education (NCE) in the 1970s. The NCE formulated Botswana’s education philosophy and set development goals. In 1977, the National Policy on Education (NPE) was adopted, emphasizing access and social harmony. The introduction of the National Literacy Policy (NLP) in 1981 addressed adult literacy challenges. The Revised National Policy on Education (RNPE) was adopted in 1994, aligning with international education goals. Vision 2016 was launched in 1996, highlighting education as a pillar for national development. Also, the Education and Training Sector Strategic Plan (ETSSP) was introduced in 2015 to transform education quality. In 2016, Botswana built upon the successes and lessons learned from the previous national development vision, Vision 2016, and formulated Botswana Vision 2036, a long-term development plan with a strong focus on education and skills development. Recognizing that education and skills are crucial for human resource development, the vision prioritizes quality education at all levels and aims to equip citizens with the knowledge and capabilities needed for sustainable socio-economic growth. 

Botswana’s school system consists of pre-primary, 7 years of primary school, 3 years of junior secondary, and 2 years of senior secondary education. The various national policies mentioned above have resulted in significant developments in Botswana’s education system. These include a considerable increase in public education funding and enhanced access to educational opportunities. Consequently, literacy rates have experienced notable improvement, enabling more individuals to acquire basic literacy skills. To meet the growing demand for education, additional schools have been constructed, expanding the overall education infrastructure. Furthermore, there has been a substantial increase in student enrollment rates in both primary and secondary schools, reflecting the heightened emphasis placed on education in Botswana.

Botswana’s Educational Challenges and Recommended Solutions

Despite the significant milestones achieved in Botswana’s educational system over the years, the country still faces several challenges.

One of such challenges includes significant socio-economic disparities, particularly in rural areas where high poverty rates prevail. A study by Makwinja (2022) revealed that in Botswana, poverty poses challenges for families sending their children to school, and some children are forced to work as maids, farm hands, or babysitters to support their families instead of attending school. Again, many students attend school without proper uniforms, and the lack of school buses results in long walks to reach educational institutions, with limited access to educational institutions such as books and computers. All this contributes to low literacy rates, leading to inequality in education delivery in Botswana. This clearly infringes on the right of children to education as against Article 29 of the United Nations Convention on the Rights of the Child (UNCRC). While the government provides some support through the social welfare department, more comprehensive and accessible poverty alleviation programs are needed to address this issue effectively. By improving the nutritional quality of meals provided to children and implementing targeted interventions, Botswana can encourage school attendance, reduce dropout rates, and improve overall academic performance. 

Also, the education budget in Botswana is disproportionately focused on tertiary education, resulting in limited resources allocated to pre-primary and primary education (Mokibelo, 2022). This imbalance poses a significant challenge to the delivery of quality education, particularly at the early stages of learning. Despite the recognition of the importance of education and skills development in Botswana’s Vision 2036, the budgetary prioritization hinders the necessary investments in pre-primary and primary education, leading to educational inequality and a lack of adequate support for early childhood development (Mokibelo, 2022). According to a UNICEF report in Botswana in 2022, only 43% of children between the ages of 4-5 have access to early learning opportunities, indicating limited participation in early childhood education. Furthermore, approximately one-third of children struggle to acquire basic literacy skills after 4–5 years of primary education. The pass rates in the Primary School examination and Junior Certificate examination are also concerning, with around one-third and two-thirds of children failing, respectively. These issues can be attributed to a lack of proper training and support during the early stages of children’s education. Additionally, there remains a notable proportion of children who are not enrolled in school, further impeding progress towards achieving universal access to education. To uphold the rights of children as stated in the UNCR and address the challenge above, Botswana should prioritize investment in early childhood and primary education to ensure equitable access to education for all children, regardless of their circumstances, and foster an inclusive and fair society. Secondly, provide comprehensive teacher training programs to enhance teaching practices and create child-centered learning environments. 

Likewise, Botswana faces poor quality education, as evidenced by low pass rates at the junior and senior secondary levels (Suping, 2022).  Currently, the teaching approach in Botswana remains predominantly traditional, with students passively listening to teachers and taking notes (Makwinja, 2022). There is limited emphasis on critical thinking and active student engagement. To address this, teachers and lecturers need to adopt innovative teaching methods that encourage collaboration, group work, and utilize available internet resources. It is crucial for teachers to undergo training to enhance their knowledge, skills, and competencies, aligning with international standards of performance. The focus should shift from test scores to fostering critical and analytical thinking through competence-based approaches. Collaboration among teachers as a community is essential, allowing for immediate support and shared challenges. These measures are crucial for improving educational outcomes and promoting youth development in Botswana.

Furthermore, the education system in Botswana faces the significant challenge of overcrowded classrooms and inadequate infrastructure, especially in rural areas, which hinders the delivery of quality education. The lack of suitable structures, overcrowding, and shortage of classrooms contribute to uneven teacher-student ratios and impede individualized instruction and high-quality learning experiences. In secondary schools, it is not uncommon to find classes with over 40 students, far exceeding the recommended ratio of 1:15 in primary schools. (Mokibelo, 2022). These infrastructure constraints also limit access to technology and educational resources, exacerbating the existing challenges. Resolving these issues by investing in infrastructure 2Wdevelopment and reducing class sizes is crucial to improving the overall quality of education and providing students with the necessary resources for their academic success.

Again, in Botswana, school dropouts are a significant challenge that requires immediate attention. According to survey data, when school was free, although not compulsory, most children were enrolled in primary and junior secondary schools. For instance, it has been reported that approximately 70% of junior secondary school (JSS) leavers progressed to senior secondary school (SSS) during that time, and the dropout rate was relatively low (UNICEF, 2022). While the rest of the JSS leavers progress to Brigades, which offer more vocationally based training. However, the reintroduction of school fees in 2007 has led to inequality in education in Botswana, particularly for families with lower economic means, which has exacerbated dropout rates.  To combat school dropout, Botswana needs to improve education quality, provide support for struggling students, and address financial barriers. Collaboration among government, NGOs, and community stakeholders is vital for creating an inclusive learning environment. By implementing comprehensive solutions and targeting specific challenges, Botswana can reduce dropout rates, ensure equal access to education, and empower its youth.

Children at school. Photo by UNICEF Botswana.

In addition to the above, gender-based challenges, such as early sexual initiation, the risk of HIV infection, and gender-based violence, pose significant obstacles to girls’ education in Botswana (UNICEF, 2022). Adolescent girls and young women face multiple barriers that impede their access to quality education. Consequently, these challenges contribute to high dropout rates among girls, exacerbating gender disparities in the education system. Limited access to sexual and reproductive health services and inadequate support systems further hinder girls’ educational progress. To address these issues, it is essential to implement comprehensive strategies. This includes promoting gender equality, providing comprehensive sexual and reproductive health education, enhancing access to healthcare services, and establishing safe and supportive learning environments. By prioritizing these measures, Botswana can create an inclusive educational system that empowers girls, enables their educational advancement, and fosters gender equality in education.

Similarly, mental health issues, including high suicide rates and poor mental well-being, have a profound impact on educational outcomes in Botswana. The limited availability of mental health services, particularly for adolescents, exacerbates these challenges. The lack of youth-friendly services and inadequate support within schools create significant barriers to learning and student engagement. Recommended solutions to address mental health challenges in Botswana’s education system include increasing access to mental health services, integrating mental health education into the curriculum, creating supportive learning environments, and fostering collaboration with stakeholders for holistic support. 

In conclusion, ensuring quality and accessible education for all, regardless of background, is of utmost importance. Education plays a crucial role in promoting socio-economic growth and development. It is, therefore, imperative that policymakers, government officials, NGOs, and advocacy groups collaborate at various levels, including national, regional, district, and grassroots levels, to initiate meaningful and sustainable changes that allow for quality and accessible education for all.

References

 Makwinja, V. M. (2017). Rethinking education in Botswana: A need to overhaul the Botswana education system. Journal of International Education Research (JIER), 13(2), 45-58. DOI: https://doi.org/10.19030/jier.v13i2.10075

Makwinja, V. M., & Nthoi, O. N. Finding Solutions for Addressing Poor Performance in the Botswana Education Systems and Lessons Learnt From COVID-19. DOI: https://doi.org/10.22492/issn.2435-9467.2022.6

Mokibelo, E. (2022). Implementing Early Childhood Education in Botswana: Teething Problems. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 13(2), 41-51.

Suping, K. (2022). Political Spectacle and the Decline of Public Education in Botswana. Journal of Asian and African Studies, 00219096221117077. DOI: https://doi.org/10.1177/00219096221117077

UNICEF Botswana Country Office Annual Report 2022: https://www.unicef.org/reports/country-regional-divisional-annual-reports-2022/Botswana

UNICEF Botswana Country Report on Education 2019: https://www.unicef.org/botswana/education

Educational challenges in Namibia

Written by Kim Lothaller

Namibia, known to be the driest country in Sub-Saharan Africa, is a geographically large nation. This country, which borders South Africa, Angola, Botswana, and Zambia, also has a 1,500-kilometre south Atlantic coastline. Although, Namibia is quite vast, only approximately 2.53 million people live here. Sound economic management and political stability have reduced poverty levels and, in turn, has allowed Namibia to be recognised as an upper-middle-income country. Nonetheless, socioeconomic inequalities, heightened by the past apartheid government systems, remain quite high (1).

Currently, the education system in Namibia is structured into four different levels, including pre-primary (kindergarten), primary (grades 1 to 7), secondary (grades 8 to 12), and tertiary education. Education is compulsory for all children between the ages of 6 and 16 years old respectively. With roughly two million citizens, approximately 1500 schools exist in this country, with around 100 of these being privately owned (2). Since 2016, primary and secondary education in government-owned schools have been free. As school is only mandatory till the age of 16 (or Grade 10), once students successfully complete this grade they receive a Junior Secondary School Certificate.

Figure 1 Student taking examination in Namibia.

As stated and seen in the Constitution:

Children shall not be allowed to leave school until they have completed their primary education cycle or have attained the age of sixteen (16) years, whichever is the sooner, save in so far as this may be authorised by Act of Parliament on grounds of health or other considerations pertaining to the public interest (Constitution of the Republic of Namibia Article 20). (7)

Additionally, should students choose to continue their education, students will receive a Namibia Senior Secondary Education Certificate once Grade 12 has been successfully completed (4).

Despite primary school being compulsory and free, enrolment rates in Namibian school is only around 80%, with gender and regional differences existing. Additionally, the drop-out rate ranges between 1% and 10%, with these being particularly high in Grades 1, 5, and 10 (5). In a country bigger than Belgium and France put together, with great areas of desert, the proper authorities are struggling to provide quality education to hard-to-reach communities and, furthermore, ensure that children remain in the system. It has been found that there is a repetition rate of over 20% in Grade 5 and close to 50% of students in Grade 10 fail their exams (6).

Main Educational Problems in Namibia

Access to Education: 

Although primary school attendance rates have increased over the past years, getting an education in rural and outlying locations continues to be difficult. Many schools in these regions lack basic amenities like electricity and water, and students frequently have to travel great distances to get to school (6). Learners from these vulnerable communities often see high repetition rates (especially in Grades 1,5, and 8) and soaring drop-out rates (particularly after Grade 10, after school is compulsory anymore). Additionally, on average, only 1 out 100 learners living in rural Namibia graduate from Grade 12 (7).

Education Quality: 

Although the government has made investments to raise education standards in Namibia, this issue still exists. Several schools lack sufficient skilled instructors, instructional supplies, and fundamental infrastructure, which, as a result, has a severe effect on the standard of education that students receive (6). As a result, in all 13 defined educational regions, the majority of the learners are not able to reach the minimum standards in the English reading level. For example, at the overall national level, only 16.6% of the learners were able to reach the minimum level (learners who will barely survive the next year of schooling) in reading literacy, while only a 6.7% managed to reach the desirable level (learners who will definitely succeed the following academic year) (3).

Additionally, data continues to show that a lack of sufficient and adequate teaching and learning materials, sanitation, physical facilities, and other necessary conditions exist to allow a good teaching and learning environment. This disparity is even more obvious in former disadvantaged areas and regions. This data, however, seems to severely contradict the Namibian constitution and policy documents, specifically the ‘Towards Education for All’ document, which requires that:

To provide education for all, we must expand access to our education system. For that, we need not just have more schools but schools and other education programmes where learning is truly accessible to all Namibians (MEC, 1993:34,103) (3).

Inequality and High drop-out rates:

In Namibia, education disparity is a serious problem. Challenges remain in the access for pastoralists and nomadic groups, HIV/AIDS pandemic, and natural disasters. As a result, many kids, who often face financial difficulties, a lack of access to basic amenities as well as subpar academic results, often decide to leave school prematurely (8). When compared to their peers from more fortunate circumstances, students from underprivileged backgrounds frequently have less access to high-quality education (7). Additionally, ‘school under the tree’ is still very common in this country. This image truly symbolises the unequal distribution of facilities and resources amongst the urban and rural schools. For example, more than 47 000 primary school children are still taught under trees or in ‘traditional’ classrooms, with a large portion of these not having any basic services such as clean water, toilets, and electricity (3).

Quality and equity are important components and are well embodied in education policy documents and official reports. These documents and reports highlight the access expansions, access to high quality of education, and facilitation of economic growth and competitiveness.  The ‘Towards Education for All’ policy document in Namibia emphasises that a major hurdle for quality and equity in this country’s education system is the obvious inequitable distribution of resources amongst the different regions, which is linked to the history of Namibia (3). Additionally, this policy emphasises that:

Education for all does not simply mean more schools or more children in school. Nor does it mean that they simply start literacy classes or increase the number of places in programmes for out of school youth. Education for all requires that the government develop its system of education and training and how it organises it (MEC, 1993) (3).

EDUCATIONAL DIFFICULTIES RESULTING FROM THE EFFECTS OF COVID

Following the effects COVID-19 had on face-to-face teaching and learning time, nearly 90% of high school students in Namibia could not graduate at the end of 2022.  Out of the 38,000 students that wrote their final 2022 high school examinations, only around 5,000 of these managed to pass. Even though schools were not closed altogether during the of COVID, the significant loss of face-to-face teaching have led to the poor results seen in 2022. Out of the 198 school days planned learners were unable to master all the academic competencies needed to successfully progress to following grades. Additionally, during this time, the poor education infrastructure has become more obvious, with a shortage of classrooms, learning and teaching resources, as well as the absence of systematic support for teachers and learners at school levels. Furthermore, discipline amongst learners and teachers has slowly been declining and, as a result, weak monitoring and evaluation occurs at all levels of education (8).

Figure 2 Student sanitized her hand at a school in Windhoek, capital of Namibia (Photo by Ndalimpinga Iita/Xinhua)

 

BIBLIOGRAPHY: 

  1. The World Bank. “Overview.” World Bank, 2016, www.worldbank.org/en/country/namibia/overview. Accessed 29 Mar. 2023.
  2. Shusko, Lisa. “The Successes and Challenges of the Namibian Education System.” Our Peace Corps Namibia Blog, 23 June 2015, shusko.wordpress.com/2015/06/23/the-successes-and-challenges-of-the-namibian-education-system/. Accessed 31 Mar. 2023.
  3. Hailombe, O. (2011). Education Equity and Quality in Namibia: A case study of Mobile Schools in the Kunene Region. Retrieved April 12, 2023, from https://repository.up.ac.za/bitstream/handle/2263/24256/Complete.pdf?sequence=10
  4. World Bank. Namibia Education Overview. 2020, www.worldbank.org/en/country/namibia/brief/namibia-education-overview. Accessed 31 Mar. 2023.
  5. ‌Wikan, G. (2008). Challenges in the primary education in Namibia. Retrieved April 4, 2023, from https://brage.inn.no/inn-xmlui/bitstream/handle/11250/133746/rapp07_2008.pdf?sequence=3&isAllowed=y.
  6. Bellamy, C., & Sousa, G. (n.d.). Equitable access to Quality Education: Challenges in Namibia. Equitable Access to Quality Education: Challenges in Namibia | Capacity4dev. Retrieved April 4, 2023, from https://europa.eu/capacity4dev/articles/equitable-access-quality-education-challenges-namibia
  7. UNICEF. (2018, April 9). Improving school participation in Namibia. UNICEF Office of Innovation . Retrieved April 12, 2023, from https://www.unicef.org/innovation/stories/digital-learning-platform-namibia