Education at a Crossroads: Navigating Thailand’s Educational Challenges

Written by Niyang Bai

Image Source: free stock photos from https://unsplash.com/ by Robert Collins.

Introduction

In the heart of Southeast Asia, Thailand is a land of rich history and boundless potential. Its picturesque surface hides the challenges facing its education system, a cornerstone of its development.

Education is the key to progress, dreams, and prosperity in Thailand. However, this journey is riddled with obstacles, from insufficient funding to educational inequality, casting shadows on a brighter future. These challenges aren’t abstract; they affect students, parents, and policymakers daily. We will explore Thai schools, educators, and students, highlighting their resilience and determination.

Thailand is at a crossroads in its education system, with choices that will impact future generations. We delve into Thailand’s education system’s complexities, hopes, and aspirations, recognizing that in adversity, a nation’s greatest asset is its pursuit of knowledge.

Insufficient Funding

In Thailand, where the promise of education should be a beacon for the future, insufficient funding looms as a dark cloud over the nation’s schools. A simple search through recent articles reveals a complex web of challenges from this issue.

According to a report by the World Bank, the education system in Thailand is beset by poor management, inequality, and high teacher shortages[1]. The World Bank has stated that investments in key financial, human, and digital learning resources were especially low in disadvantaged schools (ranked at the bottom 25 percent of the PISA Economic, Social, and Cultural Status (ESCS) Index), private schools that receive more than half of their funding from government, and rural schools[2].

World Bank highlights the small school challenge in Thailand and options for quality education. It reveals that compared to international peers, Thai secondary schools are severely hindered by inadequate learning materials and physical infrastructure, which limits their capacity to provide quality instruction. More importantly, the Thai secondary school system is dramatically lacking in qualified teachers: secondary schools in rural areas are much more understaffed and under-resourced than their urban counterparts[3].

A more in-depth report by the National Education Commission for the fiscal year 2022-2023 reveals the extent of the problem. It states that Thailand’s education budget falls significantly short of international standards. Thailand allocates only 15% of its annual budget to education, while UNESCO recommends a minimum of 20%[4]. This shortfall in funding directly affects the quality of education and students’ overall well-being.

To gain a deeper insight into the challenges of rural education in Thailand, the story of Ms. Nongnuch, a passionate teacher in a bamboo school in Buriram province. Like many others, her school strives to provide quality education despite limited resources.

Ms. Nongnuch explained that the bamboo school has an innovative learning method focusing on sustainability and environmental conservation. The students do not have to pay tuition but must plant 800 trees and participate in 800 hours of community service per year. They also learn leadership, empathy and compassion through hands-on activities.

She also highlighted the need for more support from the government and society. “Our school is more than just a school that we all used to know. A school is a lifelong learning centre and a hub for social and economic advancement in the communities,” Ms. Nongnuch quoted the school founder, Mechai Viravaidya[5]. However, she said the school still faces difficulties securing funds, materials and facilities.

Moreover, the lack of recognition and appreciation is a constant struggle. “Others often look down upon our students because they come from poor families or remote areas,” Ms. Nongnuch revealed. This stigma not only affects their self-esteem but also their motivation to pursue higher education.

Perhaps most inspiring is the impact on students’ aspirations. Ms. Nongnuch shared stories of talented students who had overcome their hardships and achieved their goals with the help of the bamboo school. “It fills me with joy to see potential realized,” she said. “We are nurturing future leaders who will make a difference in their communities and beyond.”

As Ms. Nongnuch eloquently put it, insufficient funding is “a barrier that blocks the opportunities for our children.”  It becomes increasingly clear that supporting rural schools like hers is not just a matter of charity; it’s about empowering the untapped potential of a nation’s youth.

Quality of Education

According to a report by the Asian Development Bank, Thailand’s basic education system faces several challenges, including the need to expand the supply of human capital to avoid the middle-income trap and the ageing society. The report highlights that despite the significant amount of resources spent on education, students’ learning outcomes are low and have not improved significantly in either national or international assessments. The performance of junior secondary school students in national examinations has declined, especially in mathematics and science. While the performance of senior secondary school students has improved slightly over the same period, the mean results for core subjects (mathematics, science, and English) were less than 50. This worrying figure is worsened by inequality in education quality across regions since the performance of secondary school students is lower in poorer, remote regions. The report argues that such poor learning outcomes are presumably due to two main reasons: the role of small schools and inefficient resource allocation for education in public spending[6].

As per the World Bank, various factors are influencing the quality of education in Thailand[7]. The report highlights the following key findings:

  • A lack of teacher training and professional development opportunities directly impacts the quality of instruction in classrooms.
  • Disparities in educational quality persist between urban and rural areas, where students in rural regions face limited access to qualified teachers and educational resources.
  • The curriculum was found to be outdated, with a need for reforms that align with 21st-century skills.
  • Student engagement and critical thinking skills remain underdeveloped due to traditional teaching methods.

The report recommends comprehensive teacher training programs, curriculum updates, and implementing student-centred teaching strategies to address these challenges.

The following views expressed by both a student and a parent tell us more about the quality of education in Thailand.

Nicha, a 16-year-old high school student, expressed dissatisfaction with the rigid curriculum. “I feel like I’m just following instructions from teachers,” she said. “I want to explore, not just obey.” Nicha also mentioned that the lack of creative learning opportunities made studying less interesting.

On the other hand, Mr. Somchai, a parent, shared his worries about the quality of education. “I wonder if my child is getting the skills they need for the future,” he said. “The education system seems old-fashioned, and it doesn’t prepare them for the changes of today’s society.”[8]

These voices resonate with a growing sentiment in Thailand: a need for a shift in the education paradigm. The emphasis on holistic development, critical thinking, and practical skills has become increasingly urgent. Thailand’s educational landscape stands at a crossroads, with the quality of education being a critical factor in determining the nation’s success in the global arena.

Image Source: Free stock photos from https://unsplash.com/t/3d-renders by Mario Heller

Educational Inequality

Educational inequality in Thailand is a pressing issue highlighted in recent news articles. According to a report by the World Bank, disparities in allocation and inefficiencies of investments across schools in Thailand have led to a decline in student performance in reading and a stagnation of scores in math and science[9]. The report further finds that investments in key financial, human, and digital learning resources were especially low in disadvantaged schools, private schools that receive more than half of their funding from the government, and rural schools.

Inequality between urban and rural areas is also a significant concern. Rural areas often lack basic infrastructure, qualified teachers, and educational resources, creating a significant gap in educational quality[10]. Ethnic minority communities face additional challenges, such as language barriers, discrimination, and limited access to quality education[11].

The Thai government must address these issues and create inclusive learning environments in schools to help improve Thailand’s education performance. A report by the Organisation for Economic Co-operation and Development (OECD) that assesses Thailand’s education system and skills imbalances[12]. The report highlights several issues that contribute to educational inequality in Thailand:

  • Education quality, not quantity, is the main contributing factor to long-term economic growth.
  • Disadvantaged schools have low investments in key financial, human, and digital learning resources.
  • There is a skills mismatch between the demand in the Thai labour market and the supply of skilled workers.
  • There are disparities in resources allocated for teachers and other educational resources between schools with higher and lower socioeconomic status students.

The report recommends several policy interventions to address these issues, including improving teacher quality, increasing investment in disadvantaged schools, and enhancing the relevance of education to labour market needs. The report also emphasizes the importance of developing relevant skills from pre-primary to higher education levels.

However, not all students have equal access to quality education and opportunities to develop their skills. Nong, a stateless student from a hill tribe in northern Thailand, shared her challenges and aspirations for education[13].

She explained that she had to overcome many obstacles, such as poverty, discrimination, and language barriers. “I had to work hard to support my family and pay school fees,” she said. “I also faced stigma and prejudice because of my ethnicity and status. I had to learn Thai as a second language, which was difficult.”

Nong also expressed her gratitude for the support she received from teachers and mentors. “They encouraged me to pursue my dreams and helped me with scholarships and citizenship applications,” she said. “They also taught me about my rights and responsibilities as a citizen.”

Regarding her future plans, Nong said she wanted to become a teacher and help other disadvantaged children. “I want to give back to my community and society,” she said. “I believe education is the key to empowerment and opportunity.”

Nong’s story illustrates the resilience and potential of many ethnic minority and stateless students in Thailand. While they face many hardships, they also have educational hopes and ambitions. There is a need for more inclusive and supportive policies and practices that enable them to access quality education and realize their full potential.

Teacher Shortage

Thailand is facing a serious challenge in providing quality education to its students, especially in rural areas lacking qualified teachers. A Thai PBS World report highlights the teacher shortage in Thailand, particularly in rural areas. The report states that the shortage is most severe in the northeastern region of Thailand, where schools struggle to attract and retain qualified teachers[14]. This has resulted in uneven access to quality education, with students in rural areas being disadvantaged.

In addition, a report from The Bangkok Post indicates a severe shortage of science and mathematics teachers nationwide. The report states that students in these subjects face a challenging situation due to the dearth of specialized educators[15].

According to a World Bank study, around 64% of Thai primary schools are critically short of teachers, defined as having less than one teacher per classroom on average. The study estimates that as many as 110,725 out of 353,198 classrooms in Thai primary and secondary schools are critically short of teachers[16]. The study also reveals that eliminating teacher shortages in terms of quality and quantity would significantly improve student learning, and the impact would be most significant for lower-performing schools. Therefore, improving the quality of teachers and addressing the severe teacher shortages – especially for the vast number of small rural schools – should be at the centre of Thailand’s reform initiatives if the country is serious about tackling the widespread low education quality and high disparity in educational performance between socioeconomic groups.

To gain insight into the challenges of teaching in under-resourced schools, the case of Chaisit Chaiboonsomjit, a learner at Xavier Learning Community (XLC) in Chiang Rai, who served as a volunteer teacher at Zi Brae School in Chiang Mai[17]. His experience was eye-opening.

Chaisit shared his enthusiasm for teaching but also revealed the harsh conditions he faced. “The school is located on top of a mountain, and it takes eight hours to get there by car or motorcycle,” he said. “When it rains, the roads become impossible to pass, and teachers are often stranded.”

He explained how the lack of teachers affects students. “Most of our students are from the Karen hill tribe and study seven subjects provided by the Thai Education Ministry. But we only have 15 teachers for more than 200 students. They need more guidance and support to learn effectively.”

Chaisit also expressed frustration about teacher retention. “Many teachers leave after a short time because they can’t cope with the isolation and hardship,” he said. “This creates instability and inconsistency in the school system.”

In his heartfelt appeal, Chaisit emphasized the value of equal opportunity for education. “Every child, no matter where they are born, deserves a good teacher and a chance to pursue their dreams. We need more incentives to attract teachers to rural areas and more resources for teacher training.”

Chaisit’s story is a powerful illustration of the real-world impact of the teacher shortage crisis. It’s a challenge that affects educators and limits the educational potential of countless Thai students, especially those in remote areas.

Conclusion

Thailand’s education system, often celebrated for its potential, is ensnared in a web of challenges that demand urgent attention. This report has delved into five critical issues that cast shadows over the nation’s educational landscape:

  1. Insufficient Funding: A chronic shortage of financial resources hampers the quality of education, hindering the nurturing of young minds.
  2. Quality of Education: Rote memorization and standardized testing take precedence over critical thinking and creativity, leaving students ill-prepared for the complexities of the modern world.
  3. Educational Inequality: Disparities in access to education and educational outcomes persist, affecting marginalized communities and perpetuating social divisions.
  4. Teacher Shortage: A severe lack of qualified educators, particularly in rural areas and critical subjects, disrupts the learning process and hinders student development.

These challenges collectively pose a profound threat to Thailand’s education system and, by extension, its future. A nation’s strength lies in equipping its youth with the knowledge and skills to navigate an ever-evolving global landscape. However, the current state of Thailand’s education system impedes this aspiration.

Insufficient funding and the resultant resource shortages compromise the quality of education, leaving students ill-prepared for a future that demands adaptability, creativity, and critical thinking. Educational inequality perpetuates social divisions, limiting the nation’s capacity to harness the full potential of its diverse populace.

In conclusion, the challenges outlined in this report are not isolated issues; they are interconnected strands in a complex web. The future of Thailand depends on addressing these challenges with determination and foresight. A well-funded, inclusive, and quality education system is not just an investment in the present but a beacon guiding the nation toward a brighter, more equitable, and prosperous tomorrow. To ensure Thailand’s place on the global stage, these challenges must be met head-on, placing education at the forefront of the nation’s priorities.

References:

[1]    https://theisaanrecord.co/2022/03/30/thai-education-beset-by-poor-management/

[2]    https://www.worldbank.org/en/news/press-release/2020/12/09/world-bank-more-inclusive-and-better-investments-in-education-to-improve-learning-outcomes-in-thailand

[3]    https://blogs.worldbank.org/eastasiapacific/thailand-s-small-school-challenge-and-options-quality-education

[4]    https://unesdoc.unesco.org/ark:/48223/pf0000384381

[5]    https://www.undertoldstories.org/2019/02/07/thailands-bamboo-school/

[6]    https://www.adb.org/publications/recent-developments-in-basic-education-in-thailand-issues-and-challenges

[7]    https://www.worldbank.org/en/country/thailand/publication/wanted—a-quality-education-for-all-in-thailand

[8]    https://www.oecd.org/countries/thailand/education-in-thailand-9789264259119-en.htm

[9]    https://www.worldbank.org/en/news/press-release/2020/12/09/world-bank-more-inclusive-and-better-investments-in-education-to-improve-learning-outcomes-in-thailand

[10]   https://rksi.adb.org/wp-content/uploads/2020/10/rural-urban-poverty-and-inequality-thailand.pdf

[11]   https://maxwellsnotes.com/2015/03/17/educational-inequality-in-thailand/

[12]   https://one.oecd.org/document/ECO/WKP%282020%2949/en/pdf

[13]   https://www.worldbank.org/en/news/press-release/2020/12/09/world-bank-more-inclusive-and-better-investments-in-education-to-improve-learning-outcomes-in-thailand

[14]   https://link.springer.com/chapter/10.1007/978-981-10-0847-4_11

[15]   https://one.oecd.org/document/ECO/WKP%282020%2949/en/pdf

[16]   https://blogs.worldbank.org/eastasiapacific/thailand-s-small-school-challenge-and-options-quality-education

[17]   https://jcapsj.org/blog/2023/08/31/teaching-and-learning-in-rural-thailand/

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Education Monitor: Around The Globe between the 1st and 15th of August, 2023

Broken Chalk proudly presents the tenth edition of “Education Monitor: Around the Globe” between the 1st and 15th of August, 2023. Broken Chalk aims with this letter to increase public awareness of  Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.

You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition.

To Download it as pdf : Education Monitor: Around The Globe between the 1st and 15th of August, 2023

Broken Chalk Platform, in March 2019, was founded by a group of educators abroad who experienced and have been experiencing severe human rights violations in Turkey and had to ask for asylum currently in several countries.

These education volunteers also suffered greatly and started their new lives in their new countries without human rights violations. They gained respect just because they were considered human beings in those countries. However, they left one part of their minds and hearts in their homeland. They assigned themselves a new duty, and the human rights violations they left behind had to be announced to the World. A group of education volunteers who came together for this purpose started their activities under the Broken Chalk platform’s umbrella. However, the Broken Chalk platform was not enough to serve their aims. Therefore, they completed their official establishment as a Human Rights Foundation in October 2020.

Broken Chalk is now much more than a platform, and we have reviewed and enlarged our vision and mission within this framework. Violations of rights would be the first in our agenda in the field of Education all over the World. At the point we reached today, Broken Chalk opened its door to all individuals from all across the globe, from all professions, and to all individuals who say or can say ‘I also want to stand against violations of human rights in Education for our future and whole humanity, where our generations grow up together.’

Education is essential because it can help us eliminate the evils from society, introduce, and increase the good. We want to draw the public’s and stakeholders’ attention to the fact that Education is in danger in several different parts of the World. The attacks are wide-reaching, from the bombing of schools to the murder of students and teachers. Raping and sexual violence, arbitrary arrests, and forced recruitment also occurred, instigated by armed groups. Attacks on Education harm the students and teachers but also affect the communities in the short and long term.

We invite all individuals who want to stop human rights violations in Education to become Volunteers at Broken Chalk.

Education Monitor: Around The Globe between the 16th and 31st of July, 2023

Broken Chalk proudly presents the nineth edition of “Education Monitor: Around the Globe” between the 16th and 31st of July, 2023. Broken Chalk aims with this letter to increase public awareness of  Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.

You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition.

To Download it as pdf : Education Monitor: Around The Globe between the 1st and 15th of June, 2023

Broken Chalk Platform, in March 2019, was founded by a group of educators abroad who experienced and have been experiencing severe human rights violations in Turkey and had to ask for asylum currently in several countries.

These education volunteers also suffered greatly and started their new lives in their new countries without human rights violations. They gained respect just because they were considered human beings in those countries. However, they left one part of their minds and hearts in their homeland. They assigned themselves a new duty, and the human rights violations they left behind had to be announced to the World. A group of education volunteers who came together for this purpose started their activities under the Broken Chalk platform’s umbrella. However, the Broken Chalk platform was not enough to serve their aims. Therefore, they completed their official establishment as a Human Rights Foundation in October 2020.

Broken Chalk is now much more than a platform, and we have reviewed and enlarged our vision and mission within this framework. Violations of rights would be the first in our agenda in the field of Education all over the World. At the point we reached today, Broken Chalk opened its door to all individuals from all across the globe, from all professions, and to all individuals who say or can say ‘I also want to stand against violations of human rights in Education for our future and whole humanity, where our generations grow up together.’

Education is essential because it can help us eliminate the evils from society, introduce, and increase the good. We want to draw the public’s and stakeholders’ attention to the fact that Education is in danger in several different parts of the World. The attacks are wide-reaching, from the bombing of schools to the murder of students and teachers. Raping and sexual violence, arbitrary arrests, and forced recruitment also occurred, instigated by armed groups. Attacks on Education harm the students and teachers but also affect the communities in the short and long term.

We invite all individuals who want to stop human rights violations in Education to become Volunteers at Broken Chalk.

Education Monitor: Around The Globe between the 1st and 15th of July, 2023

Broken Chalk proudly presents the eighth edition of “Education Monitor: Around the Globe” between the 1st and 15th of June, 2023. Broken Chalk aims with this letter to increase public awareness of  Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.

You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition.

To Download it as pdf : Education Monitor: Around The Globe between the 1st and 15th of June, 2023

Broken Chalk Platform, in March 2019, was founded by a group of educators abroad who experienced and have been experiencing severe human rights violations in Turkey and had to ask for asylum currently in several countries.

These education volunteers also suffered greatly and started their new lives in their new countries without human rights violations. They gained respect just because they were considered human beings in those countries. However, they left one part of their minds and hearts in their homeland. They assigned themselves a new duty, and the human rights violations they left behind had to be announced to the World. A group of education volunteers who came together for this purpose started their activities under the Broken Chalk platform’s umbrella. However, the Broken Chalk platform was not enough to serve their aims. Therefore, they completed their official establishment as a Human Rights Foundation in October 2020.

Broken Chalk is now much more than a platform, and we have reviewed and enlarged our vision and mission within this framework. Violations of rights would be the first in our agenda in the field of Education all over the World. At the point we reached today, Broken Chalk opened its door to all individuals from all across the globe, from all professions, and to all individuals who say or can say ‘I also want to stand against violations of human rights in Education for our future and whole humanity, where our generations grow up together.’

Education is essential because it can help us eliminate the evils from society, introduce, and increase the good. We want to draw the public’s and stakeholders’ attention to the fact that Education is in danger in several different parts of the World. The attacks are wide-reaching, from the bombing of schools to the murder of students and teachers. Raping and sexual violence, arbitrary arrests, and forced recruitment also occurred, instigated by armed groups. Attacks on Education harm the students and teachers but also affect the communities in the short and long term.

We invite all individuals who want to stop human rights violations in Education to become Volunteers at Broken Chalk.

Education Monitor: Around The Globe between the 16th and 30th of June, 2023

Broken Chalk proudly presents the seventh edition of “Education Monitor: Around the Globe” between the 16th and 30th of June, 2023. Broken Chalk aims with this letter to increase public awareness of  Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.
You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition.

To Download it as pdf: Education Monitor: Around The Globe between the 1st and 15th of June, 2023

Broken Chalk Platform, in March 2019, was founded by a group of educators abroad who experienced and have been experiencing severe human rights violations in Turkey and had to ask for asylum currently in several countries.

These education volunteers also suffered greatly and started their new lives in their new countries without human rights violations. They gained respect just because they were considered human beings in those countries. However, they left one part of their minds and hearts in their homeland. They assigned themselves a new duty, and the human rights violations they left behind had to be announced to the World. A group of education volunteers who came together for this purpose started their activities under the Broken Chalk platform’s umbrella. However, the Broken Chalk platform was not enough to serve their aims. Therefore, they completed their official establishment as a Human Rights Foundation in October 2020.

Broken Chalk is now much more than a platform, and we have reviewed and enlarged our vision and mission within this framework. Violations of rights would be the first in our agenda in the field of Education all over the World. At the point we reached today, Broken Chalk opened its door to all individuals from all across the globe, from all professions, and to all individuals who say or can say ‘I also want to stand against violations of human rights in Education for our future and whole humanity, where our generations grow up together.’

Education is essential because it can help us eliminate the evils from society, introduce, and increase the good. We want to draw the public’s and stakeholders’ attention to the fact that Education is in danger in several different parts of the World. The attacks are wide-reaching, from the bombing of schools to the murder of students and teachers. Raping and sexual violence, arbitrary arrests, and forced recruitment also occurred, instigated by armed groups. Attacks on Education harm the students and teachers but also affect the communities in the short and long term.

We invite all individuals who want to stop human rights violations in Education to become Volunteers at Broken Chalk.

Broken Chalk Podcast Episode 1 – Felisa Tibbitts

Interviewer: Johanna Farkas

Transcription written by: Caren Thomas

Johanna Farkas, Intern at Broken Chalk, did an interview with Felisa Tibbitts, co-founder of Human Rights Education Associates (www.hrea.org).
The interview was recorded as audio, and this is the written transcription.

Felisa Tibbitts. Photo available in her website, Felisa Tibbitts.

Johanna Farkas(JF): Hello and good afternoon. This is the first episode of the Broken Chalk podcast. Broken Chalk is a human rights organization based in Amsterdam and it is dedicated to monitoring human rights violations in education. I am Johanna Farkas. I will be the host for today’s episode. It is my pleasure to welcome Felisa Tibbitts.

Felisa Tibbitts(FT): Hi Johanna. Thank you for inviting me.

JF: Thank you very much for accepting our invitation. Felisa, you have tremendous experience in the field of human rights and human rights education. To introduce you a bit more to the audience, Felisa’s main research interest is human rights and global democratic citizenship, critical pedagogy, education and social movements and human rights at higher education transformation. She is currently the chair of human rights education of the department of law, economics, and governance at the university of Utrecht as well as the UNESCO chair in human rights and higher education.

She has recently been teaching at Columbia university up until 2022. She also has several fellowships, awards, grants and some experience with board memberships and advisory positions. She has been working with organizations such as the UN, Council of Europe as well as Amnesty International.

There are several things to discover here, and I am excited to hear about everything.

What we will be focusing about today is your own organization that you co-founded that is the Human rights education association which I will be introducing later on.

But I will first ask some personal questions about you and your career path.

FT: Okay.

JF: Did you have a moment or a eureka moment when you knew that you want to work in the field of human rights or human rights education?

FT: That’s a really nice question. It’s interesting because some of my students who have become interested in human rights education often ask what is your career path? How did you get started and I don’t how it is for you Johanna or for people who are listening but it’s not always a straight or narrow path and for me I didn’t identify my interests as being in human rights until well into my adult career.

I had identified my interest as peace, I didn’t learn about human rights growing up. I hardly heard about human rights. It just wasn’t the language being used. I was very interested in peace. I grew up in a military family during the cold war, even during the Vietnam war, that’s how old I am and I remember when I ran out of fingers to count, when I had turned 11 years old I felt like I had to take a decision about what I wanted to do with my life.

I was a very serious child and I decided I wanted to work for world peace and then I got to college jump ahead about I guess at that point 7 years or so and I enrolled in a course offered by Karl Deutch at Harvard called Peace Research. I didn’t even know you could study peace and so that sort of set me on my path to combining my intellectual interest with my professional interest and there’s another story about how I ended up getting into human rights specifically but those were the origins for me.

I know a lot of people who are sort of lie first when it comes to their human rights work or human rights activism. They recognize at a really early age that they feel like they want to do something positive in the world whether that’s articulated as human rights or peace or social justice or you know it doesn’t really matter if it sets you on that path.

JF: You have a lot of understanding of what you want to do as we’ve heard. What do you find that people might misunderstand about human rights or human rights education or do you have maybe your own experience that you did not understand at first or something that has changed in your understanding? 

FT: I came into the human rights field in maybe one of the most positive or affirming ways possible which is that historically the Berlin wall came down and at that time I was doing my doctoral studies in international education, and I was interested in democracy and peace. So, I hadn’t heard about human rights as I mentioned earlier and I still hadn’t heard at this point it was 1990 but I went to eastern Europe and went from sort of beginning with what was still the East Berlin all the way till Bulgaria with some colleagues to do some research and what would be changing in the educational systems so I got a little bit of a flavour for in what might be happening in educational systems from a researcher’s point of view.

And then just by luck, by chance a couple of years later I was at a conference and I met the head of the Dutch Helsinki Committee, which is the Dutch version of the Human Rights Watch, Arie Bloed. He had begun working with his colleagues in legal reform in the new post-soviet countries. So classic work that human rights people still continue to do in transitional justice in post conflict environments related to rule of law, good governance and human rights. So they were typically training and working with lawyers, judges and news laws and lifting up and strengthening civil society.

Then there was this other sector, the schooling sector, that the Dutch Foreign Ministry, who was their main funder, had become interested to have them work in and I happened to know Arie and he said you know would you like to help us come figure out what we might do to support infusing human rights in the schooling systems. Our first country is Romania and so I went.

In the process of doing the first mission in raising money I subsequently became a part time staff for the Dutch Helsinki committee and that really Johanna was the way I learnt about human rights. I didn’t learn it in the classroom. I learnt it with my colleagues who were human rights lawyers and I also learnt that with my partners, if you will, in these countries who themselves have heard of human rights maybe during the communist period, maybe it was just on paper what does that mean for real life so my own learning was accompanying that of my partners and although I had in one year all the legal standards the law related approach, on the other hand I was still working with teachers and kids and continue to do so for whom law is something that they cannot understand or access so there we don’t want to lose that power of human rights in terms of the international and regional human rights standards and laws but we also want to recognize the norms and principles that influence our everyday lives.

Now that being said there are many critiques to your question, there are many critiques to human rights and I think it’s really very healthy for the human rights field to have these. I mean there’s the critique that if we look at governments who have signed on to these treaties there’s the spectrum of how well they live up to their human rights obligations, we know that accountability mechanisms at the United Nations are weak you know, monitoring is a bit stronger, accountability is weak. We know that if we look into local national context we see human rights isn’t necessarily owned by everyone and it could be one political party that takes it on and then it ends up being associated with particular political agenda or in the United States with the progressives or the leftists, when it should be for everyone and of course there’s now the very classic critique of Eurocentric that is based on natural law and individualism and questions about universality so these are all critiques and they’re all alive and well and they’re all also valid.

One of the benefits of working in the field of education is, Johanna and for the people listening, you have to deal with these learners because you aren’t there to indoctrinate people on what human rights is, here it is take it accept it believe it and carry on. It doesn’t work that way. It is a particular justice-based system around rights. There are other frameworks for promoting social change, right? They don’t have to be named human rights. So I think in human rights education my approach is to actually offer the critiques early on so that we can discuss them and learners can decide for themselves what their points of view are, how much coincides with their own or not.

I also think even with a flawed system that we find in implementing human rights in the international community the alternate is not a desirable one so my personal point of view is find a view that aligns with yours maybe its human rights language maybe it’s not.

Listen to what human rights offers, at least be aware of what it is and what it can offer you and then in terms of if you’re ultimately a believer in human rights and has potential then lean in and support it, support its implementation as best as you can it doesn’t mean you don’t criticize but try to make it better in whatever ways you can, as a diplomat, as an activist, as an educator, whomever.

Policy seminar on peace education with UNESCO & Myanmar Ministry of Education. Photo by Felisa Tibbitts.

JF: and do you think the international community on all levels when it comes to the UN or local decision makers do they have the will or wish to consider these? Do they have the tools to make these constant reevaluations of human rights and try to progress it?

FT: Well political will is obviously really key when it comes to state behaviour. We know that there has been a rollback until recently in terms of the democratic space and increase in authoritarianism which has coincided with the restriction of civil society, rule of law and human rights. So there’s no question that there are real challenges when we look at human rights challenges internationally. We still have ongoing wars, genocides. How is this still happening with all that we know not only about human rights but also about human history in the past 125 years. So its really befuddling and discouraging for sure.

At the same time, I am an optimist and I am in education so I have to own up to that, but I think the recent statistics I saw shows the kind of rolling back into authoritarianism and eroding of democracy even in the those countries that are primarily democratic seems to be shifting, that we may have reached the lowest point already in terms of authoritarianism and it might be a swing back. That is not to say that it is a permanent one.

For those of us who thought that the Berlin Wall has come down, apartheid is over, it’s going to be, maybe it’s going to be more of these cycles in term of conservatism. Conservatism does not quite capture authoritarianism, I think conservatism is quite a respectable point of view. Authoritarianism is very specifically eroding democratic principles and ways of governance so that’s very separate.

But I have to say that my understanding from political scientists, who know more than I do, that we may have seen the worst of it in terms of recent history and we may be swaying back. I mean we still have lots of challenges mind you even in the countries that are still struggling to save some of that democratic processes and institutions, checks and balances and so forth. But those countries that are aligned with human rights, I would say most countries have some if not lip service a deep commitment to forwarding human rights. Again it might be forwarding human rights within their foreign policy interest but at least it’s still there. I think if that continues, human rights is seen as important as others.

Sadly, because of the phenomenon like the war in Ukraine it’s an important reminder of how important human rights and humanitarian law is. So we know that when a catastrophe happen, human rights comes to the fore again.

But I will say, Johanna, I actually think that those of us who are working, not in government, but working in civil society and working even in higher education we have also created more space for human rights. Let me give you an example, at the higher education level there are more human rights centres than ever. It used to be, 30 years ago, the human rights centre used to be at the law school because you essentially only studied human rights if you were studying human rights law. You didn’t see it anywhere else in the university and now in the last 15 to 20 years there are interdisciplinary centres for human rights that link sometimes in parallel with the law school human rights centre which gives opportunities to graduates, undergraduates and students of all levels whether they’re in the humanities or social sciences usually those two areas are those that study Human Rights so its expanding in favourable environments in certain higher education institutions absolutely expanding.

In terms of activist work, Human Rights is being pushed down into the local level. There is a global initiative called “Human Rights Cities” and this perspective brings our attention to our local government but the local government in conjunction with community members, community organizations and all kinds of individuals in the community who hold different positions and also just regular citizens to review the human rights framework, to review the problems the community might have and what might need to be addressed. This is linked up more recently in some European cities with being cities that welcome refugees for example, so with the refugees coming in and some of the pretensions that could bring in local communities using that as a way to discuss human rights more broadly.

So, I think there has been lots of movement in a positive way amongst those actors who are human rights oriented, like I mentioned higher education, human rights cities, human rights based approach which is kind of a conceptual approach but has real bearing in thinking about looking at organizations as a whole not as a human rights perspective.

Other things happening in the United Nations around nonstate actors, multinationals, corporate social responsibility so I think on the other side of some of these discouraging trends that are restricting human rights movement you know ability to use in certain country context and the ongoing critiques of human rights which will always be there, do you have these positive sides of evolution and change and so I do think that the movement continues and you know and it just binds new avenues to remain relevant basically and potent.

JF: I see I see. You mentioned a lot about the authoritarianism and the actual issues with monitoring the implementation of human rights and how in your own experiences as well you learnt properly what human rights was or how it works when you practically worked in it and went to the field. It is a large issue there are countries who partially or who does not fully respect human rights. As you mentioned there’s still so much human rights violation including genocide happening. Has this ever hindered you or felt like giving up in your career because of witnessing or learning about all these setbacks in the history and human rights?

FT: I think that’s a fair question. I think, Johanna, I have been fortunate because I work in the field of education and that field is sort of intrinsically optimistic and forward looking. So without a question, I have also shared the deep disappointment and concern of others not only human rights people but many of us around the authoritarianism and the world back and other challenges in Ukraine, and the ongoing conflict in the Middle East don’t seem to be resolved, refugees, climate change, there’s plenty to be discouraged about but in the day-to-day that I have like having a conversation with you or meeting my students tomorrow, I can focus on these moments of learning and engagement.

 In some cases the human rights education and training I’m doing feeds immediately into social change and so sometimes I have the benefit of seeing that as I’m working with activists or I’m working with young people who eventually who get in careers in human rights or activism of some kind or so many ways you can be engaged in human rights without working for a human rights NGO or working at the UN  at the Office of the Human Rights Commissioner, there are so many things to do.

So when I’m up close its really easy and for me as well I know with education its long term game. It may be 10 to 15 years from now where we see curriculum in schools resulting in more people knowing about what human rights are and what its potential is. In that respect, I can only count wins. I don’t see any failures per se at least in the work I’m doing. But I know from my colleagues who are working in other environments where you have certain litigation, where you want it to go through successfully or you are working on social change and its big cultural changes and maybe you don’t necessarily see it in your lifetime but I even think for people who are not in education like myself, they find their own ways to stay motivated.

You know the thing about human rights as a human rights worker, if you will, is to find your joy in it. For me the joy is teaching and for others I know love law and their joy is in that. If you’re in an NGO, the joy is partly who you get to work with like your colleagues despite these very discouraging conditions and phenomenon.

First of all I don’t feel like I have a choice. This is always what I had to do and the question for me is what is the best way for me to engage, what are the skillsets I have, what will feed me. It is really important in human rights work, in humanitarian emergencies or in any kind of work you are confronting suffering whether it’s really up close or personal or wider you need to find a way to keep yourself healthy and engaged. Even for you as a young person you’ll have decisions to make on what to study next, if you’re going to study anymore, where you’re going to put your energies in, whatever you decide to do it should feed you and keep you going in the long term because we need people like you and others in the long term working for human rights.

JF: Let’s talk about and move on to the active working for human rights and you yourself actually cofounded an organization called HREA. The abbreviation of it is the Human Rights Education Association. You founded that in 1996. Can you tell me a bit about the vision and mission of this organization.

FT: Sure! So, the name itself speaks about what the mission is Human Rights Education and that was deliberate. At that time, I was living in Amsterdam, and I cofounded this organization at a time when human rights education was somewhat new. I was working for the Dutch Helsinki Committee and the work I was doing was pretty different from my colleagues because as I mentioned earlier in this conversation, I was working in the schooling sector and that was very different and new in terms of the international human rights movement.

The person who confounded HREA with me Cristina Sganga, she was the first Human Rights Education person appointed at the International Secretariat of Amnesty International. We were both concerned at that time, and we were both aware I should say that our colleagues were not thinking of it as seriously as for example monitoring and research which is classically what human rights organizations do or in my case if my colleagues were doing human rights education, again it was not with schools but with prosecutors and all.

So we decided we should start an organization that would help focus on human rights training and education inside the international human rights movement and would give us an opportunity to really help professionalize it so that’s why we started it. It was not to start an NGO because it’s not fun starting an NGO, it’s a lot of work. Although it’s fun if you know the people you work with and you like them then it’s fun and hard work.

 So that’s where HREA started, it started earlier on in the HREA or HRE kind of movement internationally and began from both our experiences in central eastern Europe primarily and sort of went from there.

The mission is to promote the use of education, training and learning inside the international human rights movement in order to promote all the goals we’re looking for in human rights, the realization of human rights. The organization works with civil society organizations, stakeholders and any learners interested to learn more.

JF: As you already mentioned your organization is already involved in a lot of different activities. You have e-learning courses, research, you take part in research with several international and local organizations and government organizations. What is the greatest achievement of this organization or what are you most proud of? Could you tell us a bit about this project?

FT: Sure. There are two things that HREA did that I am very pleased with. I am pleased with it because it felt like a real need at that time. One thing is we began an online research center for human rights and human rights education. There was time when there was no internet and when the internet came we thought let’s put all this wonderful information that we’ve been sharing by hand from place to place filling our suitcases with books for human rights activists.

So we started the online research center and it was really successful, thousands of resources. It made available to those interested in the human rights education but also to those who weren’t in a university setting so they couldn’t get access to human rights research online or conversely they were in a civil society organization and they just wanted to have an idea about what other people were doing so they could write their own curriculum. The online research center still exists but there are more out there now. At that time by 1998 we had an online research center which was well used. I still get good feedback from people who are in far off places and that this was the only way they could get human rights material at that time so that feels good still.

Second thing, we started in 2001 an online learning programme. this was before Canvas, Moodle, it was before Blackboard even, we developed our own infrastructure to offer online learning for adult learners, human rights, humanitarian development workers on topics and skills really welled for practice. We were interested in filling the gap for courses that people really couldn’t find at universities or even in trainings. But if they found them in trainings it was very expensive for the organizations to organize it because they had to travel somewhere or bring in a speaker. So wanted it to be relevant and really affordable. We offered at our peak 20 online courses a year to a range of adult learners, government and nongovernment, UN and so forth on topics ranging from strategic litigation to what I offered human rights education or the child rights-based approach to programming. So, the courses would basically evolve with what was happening in the field of needs.

So, I felt really proud of that Johanna because it was before online learning was a thing. We were out in front, we got some initial support from the Dutch Foreign Ministry and it just grew and at this there are many organizations that offer online learning like Amnesty International who has their own internal international professional development activities so we’re not filling a gap like we used to but I’m still offering courses. I’m still offering, for instance next week my online human rights education course is taking place and its filled and I am happy about that. Work does continue but happily people have more choices out there and resources which is wonderful for the field.

JF: My last question to you would be, as someone with so much experience, what would you recommend or advise to those who are entering this field right now and who are trying to find their career or own path in human rights or human rights education.

FT: Good question. It’s so precious when people are interested in human rights and human rights education. I have students at Columbia university who are self-identified as being interested in human rights. I will do anything to support their intellectual development and also to position themselves to make decisions about what they need to do next for example when they graduate from Columbia university. I think that there are unfortunately very few jobs in human rights, jobs meaning that those exclusively focused on human rights. I had mentioned some of the sectors earlier you might be involved in including the NGO sector, government, intergovernmental but there are so many ways you can be doing human rights.

There are two ways to answer this question if I may. The first is that to position yourself well to get a job with an organization whose mission is exclusively human rights, is to not only think about human rights but also get skillsets that organizations can use. Whether you work for Human Rights Watch or Amnesty International or you go work for the United Nations skill sets like project management, fund raising, social media, being able to develop training resources whatever your skillsets are needed by these organizations. Always remember to develop skillsets that can be used by an organization that may allow you to work in an organization focused on human rights. I’m not sure what people’s idea of what they might be doing but think about those skillsets and go on and get those law degrees or public policy degrees or education degrees you can still work in human rights.

The second strategy I have is to think more broadly about how you can be doing human rights. If you don’t work in an organization that is explicitly human rights related, there are so many ways that you can work towards what can be considered human rights goals. I had lunch with a former student of mine who had gone to law school, and she had attended originally to be part of the NGO sector for human rights, she realised if she worked for a law firm and uses their option to do their pro bono work she can do a lot of wonderful work for human rights NGOs supporting them with her legal advice. So just last week I had a conversation with a former student of mine who had graduated with a concentration in human rights from Columbia and she really wanted to be working full time in the human rights field. She had expected to go to law school and focus on refugee rights specifically and then proceed to work in an NGO. That was the plan, and the plans changed a bit. She is in law school but she has also been working in a private law firm and realised that she can do pro bono work through them and offer her services to the NGO sector in human rights. She’s just realized she can have a regular legal position and at the same time do the kind of work that she wants to do and so many other variations of how if you’re not working for a human rights organization per se or one that has a mission explicitly to that, you can do wonderful work either through your regular job like this young woman is going to do or through volunteerism.

So there’s just so many ways that you can contribute to international human rights movement. I would just say to you or anyone who is excited about human rights just to keep the spirit, do position yourself well through your education and your experience because your experience is really important to develop skillsets, to get field experience, position yourself well for full time human rights work and if that doesn’t work out for you for whatever reasons just to find other ways to do good things like this.

JF: Thank you very very much for your insights and for telling us about all your experience. It’s been a pleasure to talk to you. Thank you very much for your contribution today. Thank you very much for your talk. It has been very exciting to hear about your experience and thank you so much for the advice. I’m sure many of us who are pursuing this field can use lots of it. Thank you very much again today and for your time.

FT: My pleasure Johanna. Thank you for the opportunity to have a conversation with you.

JF: So this was the first episode of the Broken Chalk podcast. I hope to see you for the next episode as well. Good bye!

118.5 million girls out of school

Written by Asha Ouni

Education is a fundamental human right that should be accessible to everyone, regardless of their gender or social status. Unfortunately, millions of girls around the world are still denied access to education, which has long-term consequences not only for themselves but also for their families, communities, and countries. According to recent statistics, approximately 118.5 million girls worldwide are out of school, and this number continues to grow.[1]

Girls attending classes. Photo by Pexels.

The reasons for girls dropping out of school vary from region to region, but they are usually rooted in poverty, cultural norms, gender discrimination, and conflict.[2] In many developing countries, families cannot afford to send all their children to school, and they prioritize boys’ education over girls. Girls are often expected to marry early, take care of household chores, or work to support their families, which further reduces their chances of attending school. Moreover, girls may face discrimination and harassment in schools, which leads to higher dropout rates.

The consequences of girls’ lack of education are severe and far-reaching. Girls who drop out of school are more likely to marry early, have children at a young age, and experience poverty and ill-health. They have limited economic opportunities and are more vulnerable to violence, abuse, and exploitation. Their lack of education also affects their children’s well-being and perpetuates the cycle of poverty and inequality.[3]

Investing in girls’ education is not only a matter of human rights, but it also benefits society as a whole. Educated girls are more likely to become productive members of society, contribute to economic growth, and participate in civic and political life. They are also more likely to have healthy children and break the intergenerational cycle of poverty.[4]

“We know that if you get girls into schools and keep them there, you can change the course of a nation.“

Her Majesty Queen Rania Al-Abdullah, June 2007.

To address the issue of girls’ education, governments, NGOs, and communities must work together to create enabling environments that promote girls’ enrollment, retention, and completion in schools. This includes providing financial support, reducing gender-based violence, increasing girls’ safety and security, and addressing social and cultural norms that limit girls’ access to education.

In conclusion, the fact that 118.5 million girls are out of school is a stark reminder of the urgent need to invest in girls’ education. It is not only a matter of human rights, but also a matter of social and economic development. By ensuring that girls have access to quality education, we can break the cycle of poverty and inequality, empower girls and women, and create a brighter future for all.

Want to know how you can help? Visit www.brokenchalk.org for more information.

[1] UNESCO, “Connected, inclusive and green: how UNESCO wants to transform education”, www.unesco.org (accessed 16/05/23).

[2] World Bank Group, “Educate Girls: Improving the Quality and Outcomes of Girls’ Learning”, April 2017, p. 6, available at: www.worldbank.org (accessed 16/05/23).

[3] R. Hagues & S. Helms McCarty, “The Consequences of Forcing Pregnant Girls Out of School”, Journal of Human Rights and Social Work, 2020, vol. 7, p. 23.

[4] Harvard Kennedy School, “Investing in girls’ education”, September 2017, p. 7, available at: www.hardvard.edu (accessed 16/05/23).

More than half of all refugee children are out of school

Written by Isaac Kuugaayeng

Education is a basic human right and tool that can transform individuals’ lives and yield more significant societal change. Education empowers, enlightens, and gives protection. Maybe not everyone is fond of the traditional schooling system of their own country, but no one can deny the power of learning – and this is what we should stand for. So, useful or not, knowledge should still be easier to access. Those who want to learn should be able to do so, especially in this era of digitalization, where many valuable teaching and learning tools can now be stored and accessed on the internet. The developed world can boast about parents waking their younger kids, preparing and taking them to daycare. Older kids and teenagers eagerly enter through the gates of their educational institutions in their parents’ cars or their school buses with beaming smiles on their faces.

According to the UN High Commissioner for Refugees, school is where refugees are offered a second opportunity. Failure to make this opportunity available to refugees will be an absolute denial of the chance to acquire the requisite knowledge and skills, which will be a springboard for their future development. Pathetic enough, it appears education is only a privilege in some parts of the world. The situation is worse in conflict areas where the conditions for providing education are incredibly challenging. There are 75 million children living in places devastated by violence, which means that educational institutions are under attack, and students and teachers get hurt.  In many refugee camps, there is no daycare. There are no schools or other educational institutions, let alone universities. Some people in these parts do not even know that such establishments exist. The chances for learning are slim, and education is consistently dwindling now and then, with the illiteracy rate skyrocketing. According to the UN Refugee Agency report from August 2019, about 3.7 million refugee children do not attend school. The statistics from the UNHCR indicate that as of August of last year, only 24 % of refugee children were enrolled in secondary school, while scarcely 3 % attended university.

The gross decline in the drop out of school by refugee children could be a result of the lack of funding for refugee education. In many refugee camps, the basic infrastructure needed to support schooling are readily unavailable because of the lack of funding from central and local governments, private sector individuals, civil society organizations and NGOs, churches etc. 

Syrian refugee children attend a lesson in a UNICEF temporary classroom in northern Lebanon. Photo by Russell Watkins/DFID

Moreover, for many refugees, their survival is their principal concern. Focus on education will only be futile for some refugees because their minds are not mentally and psychologically psyched enough to take the academic burden that may set in when they enroll in schools. Hence, access to education is often overlooked and seen as a secondary matter, and its importance is degraded. The displacement of refugees usually lasts from 10 to 20 years. In a worst-case scenario, this can lead to a 20-year-old or older person without any education or the will to pursue it. It often shows that age is a massive barrier to pursuing education, especially elementary. The older people get, the less confidence they have in themselves regarding learning. Even in instances where these refugees defy the odds and make it a point to still go to school, the chances of going far and getting into university or college are so slim.

As said by Gandhi, there is a need for greater investment in refugee education to ensure that children who are victims of such circumstances do not just have their future shattered but will get the chance to be educated and make meaningful contributions to society. This implies that educating refugee children does not result in any ‘instant’ benefit. It does not provide shelter, nor does it feed hungry mouths. But it brings hope and gives purpose, drawing these children toward a better and fulfilled future. In many countries, educating refugees is daunting as they are frequently stationed in parts where the countries in question struggle with educating their citizens. Still, some refugee camps offer basic schooling. It may not be of the most excellent quality, but it helps ignite interest in learning. Studying can provide a daily structure, which is of high importance in the misplaced life of a refugee child. Many of them are alone, not accompanied by their families, and learning in classes with other children provides foundations for further education and the comforting company of others.

It is important to note that not only is the inclusion of refugee children into the school system a critical issue, but also for the greater good of society. This suffices to say that the inclusion of refugee children into the school should not be limited to just some unofficial parallel schools, but rather the recognized national education system as this will give them a chance to follow a formal, recognized curriculum through pre-primary, primary and secondary school. This will provide them with the credentials that will allow them to pursue higher education or more technical training. Education gives children a sense of normality and teaches them about life outside of their current, vulnerable environment. One of the education briefs of the UNHCR stated that “Educated children and youth stand a greater chance of becoming adults who can participate effectively in civil society in all contexts.” Going to school allows easier integration into the new environment. The approach to educating refugees will be more impactful and rewarding than ever. Turkey, for instance, provides Turkish language training to help refugees integrate more quickly. Children feel more secure going to school if they at least understand the language basics. They can better follow the lessons and feel included and like they belong.

There have been more substantial improvements in the situation than years ago. However, there is still room for bettering the situation. We cannot anticipate any significant change if we do not strive to improve the world in every way possible. Governments across the globe can contribute to making the situation better. Private individuals, churches, and societies who wish to make the world a better place can also donate to many nonprofit organizations to make better the condition of refugee children and reduce the steep decline in the dropout. Also, there are a lot of people who leave their comfortable homes and nations in order to aid and educate young children who have probably never even seen a book in their lives, and such individuals deserve the support of the world in such a great course.

Sources:

https://www.weforum.org/agenda/2019/02/millions-are-still-out-of-school-this-is-the-worlds-plan-to-change-that/

https://openknowledge.worldbank.org/bitstream/handle/10986/29956/HighCostOfNotEducatingGirls.pdf?sequence=6&isAllowed=y

https://www.unhcr.org/education.html

https://www.un.org/en/academic-impact/refugee-education-crisis-more-half-worlds-school-age-refugee-children-do-not-get#:~:text=Contact%20Us-,Refugee%20education%20in%20crisis%3A%20More%20than%20half%20of%20the%20world’s,in%20a%20report%20released%20today

Enjuba: Empowering Ugandan  Children through Education and Literacy

Written by Frida Brekk

Enjuba is a dedicated children’s education organization in Uganda with a mission to improve literacy and executive function skills among young learners. By offering innovative programs and leveraging technology, Enjuba aims to empower children and provide them with the tools they need to succeed in their education and beyond. This article explores the initiatives and impact of Enjuba in transforming the educational landscape for Ugandan children.

Spelling and writing competitions contribute to improve learning outcomes of children in Uganda. Photo by enjuba.

A core focus of Enjuba is enhancing literacy skills among Ugandan children. They employ evidence-based teaching methods and innovative approaches to foster reading comprehension, writing proficiency, and critical thinking skills. Through engaging and interactive activities, Enjuba aims to instill a love for reading and enhance overall literacy levels, which are crucial for academic success and personal development.

Enjuba recognizes the importance of executive function skills, such as attention, memory, organization, and self-regulation, in a child’s learning journey. Their programs are designed to develop these skills, enabling children to manage time effectively, set goals, solve problems, and make informed decisions. By strengthening executive function abilities, Enjuba equips children with the cognitive tools necessary for lifelong learning and success.

Enjuba harnesses the power of technology and technological integration as critical in order to enhance educational experiences. Enjuba provides children with access to educational content and activities that supplement classroom learning through their digital platforms, such as interactive learning apps and online resources. This technology integration expands learning opportunities, particularly in areas with limited resources, and fosters digital literacy skills that are increasingly essential in the modern world.

Recognizing educational support and the pivotal role of teachers, Enjuba offers professional development programs and ongoing support to educators. Enjuba helps teachers enhance their instructional techniques, incorporate student-centred approaches, and effectively implement literacy and executive function strategies in the classroom through workshops, mentoring, and resources. By empowering teachers, Enjuba extends its impact and ensures sustainable improvements in education.

Enjuba actively engages and collaborates with local communities, parents, and stakeholders to foster a collaborative approach to education. They involve parents in their children’s learning journey through workshops and home-based activities, creating a supportive environment that reinforces educational goals. Collaborations with schools, government agencies, and other organizations enable Enjuba to reach a wider audience and advocate for educational reforms and policies.

Enjuba is making a significant impact on children’s education in Uganda through its dedication to improving literacy and executive function skills. By utilizing innovative approaches, integrating technology, and providing teacher training, Enjuba equips Ugandan children with the necessary tools for success in their academic and personal lives. Through its commitment to community engagement and collaboration, Enjuba is fostering a holistic approach to education, empowering children, and creating a brighter future for Uganda.

References:

enjuba – See the World Differently. (n.d.). Retrieved from https://www.enjuba.com/

enjuba (@enjuba1) / Twitter. (n.d.). Retrieved from https://twitter.com/enjuba1?s=11&t=rRZ3C1VSbq2cHxaJpAPYLg

Education Monitor: Around The Globe between the 1st and 15th of June, 2023

Broken Chalk proudly presents the sixth edition of “Education Monitor: Around the Globe” between the 1st and 15th of June, 2023. Broken Chalk aims with this letter to increase public awareness of  Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team. You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition. To Download it as pdf : Education Monitor: Around The Globe between the 1st and 15th of June, 2023

Broken Chalk Platform, in March 2019, was founded by a group of educators abroad who experienced and have been experiencing severe human rights violations in Turkey and had to ask for asylum currently in several countries.

These education volunteers also suffered greatly and started their new lives in their new countries without human rights violations. They gained respect just because they were considered human beings in those countries. However, they left one part of their minds and hearts in their homeland. They assigned themselves a new duty, and the human rights violations they left behind had to be announced to the World. A group of education volunteers who came together for this purpose started their activities under the Broken Chalk platform’s umbrella. However, the Broken Chalk platform was not enough to serve their aims. Therefore, they completed their official establishment as a Human Rights Foundation in October 2020.

Broken Chalk is now much more than a platform, and we have reviewed and enlarged our vision and mission within this framework. Violations of rights would be the first in our agenda in the field of Education all over the World. At the point we reached today, Broken Chalk opened its door to all individuals from all across the globe, from all professions, and to all individuals who say or can say ‘I also want to stand against violations of human rights in Education for our future and whole humanity, where our generations grow up together.’

Education is essential because it can help us eliminate the evils from society, introduce, and increase the good. We want to draw the public’s and stakeholders’ attention to the fact that Education is in danger in several different parts of the World. The attacks are wide-reaching, from the bombing of schools to the murder of students and teachers. Raping and sexual violence, arbitrary arrests, and forced recruitment also occurred, instigated by armed groups. Attacks on Education harm the students and teachers but also affect the communities in the short and long term.

We invite all individuals who want to stop human rights violations in Education to become Volunteers at Broken Chalk.