Barriers to Learning: Socioeconomic and Structural Issues in Tunisian Education

Barriers to Learning: Socioeconomic and Structural Issues in Tunisian Education

Written by Siti Hajar Auliannisa

Overview

 

Tunisia, located in North Africa, has a rich historical and cultural heritage shaped by various influences over the centuries. Its strategic Mediterranean coastline and proximity to the Sahara made it a crossroads for different civilisations. Tunisia gained independence from France in 1956 and has undergone significant political changes. Culturally, Tunisia is a blend of Arab, Berber, Ottoman, and French influences. It is known for its diverse cultural expressions, including music, literature, and cuisine, which reflect its complex history[1].

 

Historical Context of Education in Tunisia

 

Tunisia’s education system has been strongly influenced by its colonial history and the government’s efforts after independence to address its effects. After the colonial era, the government worked for about 40 years to provide universal primary education and reduce the inequalities that the colonial school system had created[2].

 

Tunisia has a free and compulsory education system for children aged 6 to 16. Children spend six years in primary school, starting at age six. After that, they go through seven years of secondary education, split into two cycles: a four-year cycle and a three-year cycle. Their secondary education lasts for seven years, divided into two cycles: three-year and four-year cycles. of educational institutions, the system struggles financially, leading to greater reliance on private funding and fewer options for students in choosing subjects and schools.

 

Socioeconomic Factors Impacting Education

 

In Tunisia, social and economic factors create serious challenges for education. Many families live in poverty and must prioritise survival over schooling. As a result, many children drop out of school to help earn money for their households[3]. Rural areas are especially affected because they often lack transportation and schools, making access to education hard. There are also big differences between regions: urban centres usually have better schools and qualified teachers, while rural areas are often overlooked. Additionally, unemployment and economic instability create financial challenges for families, such as being unable to pay for school supplies or transportation[4].

 

Access to Quality Education

 

According to the Ministry of Education, approximately 65,000 children dropped out of school in 2023, which represents a significant decrease from the 109,000 children who dropped out in 2022. With support from UNICEF, the government was able to double its annual one-time back-to-school allowance for over 510,000 children. This additional support is expected to have made a significant impact[5].

 

The recently released 2023 Multi-Indicator Cluster Survey (MICS), which was launched in February 2024, reveals concerning statistics about preschool education in Tunisia. Only 47.2% of children aged 3 to 4 years have access to preschool education programs, while a more promising figure of 89% of 5-year-olds are enrolled. However, disparities become evident when examining the data more closely. In rural areas, the access rate plummets to a mere 37.4%, and among the poorest segments of the population, it drops further to just 17.4%. This stark contrast highlights that preschool education has become a privilege reserved for a select few, particularly in rural settings and among low-income families. The lack of access to early childhood education represents a significant lost opportunity for the development of human capital in Tunisia, especially given that early education and developmental programs are known to be crucial in breaking the cycle of intergenerational poverty[6].

 

Children aged 6 to 18 from low-income households are also significantly more likely to drop out of school. Only 53% of children from the poorest families complete lower secondary school, compared to 95% from wealthier households. Similarly, only 25% of students from poor families finish high school, compared to 80% from wealthier families. These disparities emphasise the systemic inequities in Tunisia’s education system[7].

 

Challenges in Rural Education

 

Children living in rural areas face significant risks of dropping out of school. These risks arise from factors such as the long distances between homes and schools and the economic disadvantages many families face. The combination of poor infrastructure and financial strain disproportionately impacts rural students, limiting their educational opportunities. Rural schools in Tunisia often lack basic infrastructure, such as adequate classrooms, sanitation facilities, and learning materials. This shortage not only affects the quality of education but also discourages attendance. Teachers assigned to rural areas may lack proper training or resources, further exacerbating the gap between rural and urban education systems. In some rural communities, traditional norms and values may deprioritize formal education, particularly for girls[8].

 

Early marriages and expectations for children to contribute to household or agricultural work detract from their ability to attend and succeed in school. The geographical isolation of rural areas adds another layer of difficulty. Many children have to travel long distances on foot or rely on unreliable transportation systems, which can be unsafe or impractical. During adverse weather conditions, this isolation often leads to extended periods of absenteeism. Families in rural areas are more likely to face financial hardships, compelling children to work instead of attending school. Seasonal labour in agriculture often takes precedence, disrupting the academic calendar and leading to higher dropout rates.

 

Inclusion of Marginalized Groups

 

The concept of inclusion emphasises the importance of accepting differences and fostering a sense of belonging for all students within an educational context. In 2003, the Tunisian government developed a strategy for the full inclusion of children with special needs in regular schools with assistance from accredited associations. Tunisia has also signed several international conventions for the protection of the rights of refugees, women, children, and people with disabilities and is part of the African Charter on Human and Peoples’ Rights. Act No. 2002-80 stipulates that education is a fundamental right guaranteed to all without discrimination. However, the implementation of inclusive education remains limited despite these provisions. Challenges stem from government policies, curriculum management, and a lack of community awareness regarding the importance of inclusive schools[9].

 

Technological Integration in Education

 

In Tunisia, training facilities and programs for teachers and staff remain inadequate. The Virtual University of Tunisia (VUT), established in 2002, offers online training programs for teachers in collaboration with the International Business Machine (IBM) corporation. However, its objective to offer 20% of national courses online was not achieved due to the absence of a clear strategy to encourage faculty members to adopt distance learning. Many teachers are hesitant to provide online courses, and the number of available online courses remains limited[10]. This reluctance underscores the broader need for strategic engagement and capacity-building efforts to integrate technology into education effectively.

 

 

Higher Education System

 

Tunisian higher education faces significant challenges that hinder its alignment with societal and economic needs. A major issue is the persistent gap between theoretical reforms and practical implementation. Many educators lack the skills needed to adopt innovative teaching methods, compounded by limited training opportunities. The inclusion of less-qualified personnel further exacerbates this issue. Additionally, reliance on outdated teaching methods undermines efforts to modernise the education system.[11]

 

The higher education system is also misaligned with labour market demands. Historically orientated towards feeding the public sector, the system struggles to equip graduates with skills for alternative job markets, resulting in high unemployment among degree holders. The lack of emphasis on creativity and entrepreneurship leaves many graduates unprepared to adapt to economic changes. Policymakers’ failure to create relevant academic programs exacerbates these challenges, limiting the system’s ability to drive national progress.

 

Another indicator of efficiency in higher education is the student-to-teacher ratio. Tunisia’s ratio improved slightly over the last decade, settling at under 19 students per teacher in 2007 and 2008. However, this ratio remains higher than those of other regions, indicating room for improvement in the quality of the learning environment[12].

 

Financing Education

 

Within this context, this article focuses on Tunisia. Like other developing countries, Tunisia has allocated increasing levels of resources to education, particularly higher education, over the past few decades, mainly through public funding. In 2005–2008, public expenditure on education amounted to around 7.4% of GDP, with 2% allocated to higher education. In the last few years, however, budgetary constraints have increased and are likely to continue shortly.[13]

 

In Tunisia, access to all levels of education is free of charge, or nearly so; therefore, in a perfect environment, there would be no room for equity concerns since the success of all students would depend only on their effort and motivation. But the reality is far from this ideal, and differences in families’ situations, particularly those concerning education and incomes, substantially affect student results.

 

In Tunisia around 2002, the share of public spending on education that was dedicated to higher education was similar to that of the OECD countries, Brazil, and higher than that of the low-middle-income countries. This share grew and stabilised at about 27% in recent years. Public spending on both higher and pre-university levels increased as a proportion of GDP. Moreover, because of Tunisia’s demographic transition, enrolment in primary schools is dropping and that in universities is rising rapidly, so this evolution cannot be seen as conflicting with equity. No data are available on the distribution of students among socio-economic groups but given that Tunisian children have full access to primary and secondary school and that the state strongly supports virtually free higher education, we can draw some reasonable conclusions regarding equity.

 

Conclusion

 

Tunisia’s education system faces challenges like poverty, rural-urban inequalities, and outdated teaching methods, making it hard for all children to access quality education. While education is free and compulsory, children in rural areas often lack resources, and low-income families struggle to keep their children in school. Additionally, the system has gaps in early education, inclusion for children with special needs, and alignment with job market demands. Despite some government efforts, such as financial support for low-income students, more is needed to improve teacher training, resources, and equal access to education for all.

 

 

 

 

[1] Clarke, John Innes, L. Carl Brown, Nevill Barbour, Mohamed Talbi, and Emma Murphy. “Tunisia | History, Map, Flag, Population, & Facts.” Encyclopedia Britannica, November 24, 2024. https://www.britannica.com/place/Tunisia.

Salah, Mhamed Ben, Cédric Chambru, and Maleke Fourati. “The Colonial Legacy of Education: Evidence from Tunisia.” SSRN Electronic Journal, January 1, 2022. https://doi.org/10.2139/ssrn.4101795.

[3] UNICEF. “Tunisia Country Office Annual Report 2023.” UNICEF, 2023. https://www.unicef.org/media/152616/file/Tunisia-2023-COAR.pdf.

[4] UNICEF. “UNICEF in Tunisia: Keeping Tunisia’s Most Vulnerable Children on the Path to Education.” UNICEF, September 1, 2022. https://www.unicef.org/mena/stories/unicef-tunisia-keeping-tunisias-most-vulnerable-children-path-education.

[5] UNICEF. “Tunisia Annual Report 2023.” UNICEF, 2023. https://www.unicef.org/reports/country-regional-divisional-annual-reports-2023/Tunisia.

[6] Wilson Center. “Poverty, Inequality and Corruption: Explaining Variation in Educational Quality in Tunisia,” n.d. https://www.wilsoncenter.org/article/poverty-inequality-and-corruption-explaining-variation-educational-quality-tunisia#:~:text=Poorer%20households%20and%20those%20in,of%20fewer%20than%2040%20students.&text=Source:%20LGPI.,The%20school%20has%20parent’s%20association.

[7] UNICEF. “Tunisia Country Report on Out-of-School Children: Summary.” UNICEF, December 2022. https://www.unicef.org/mena/media/6661/file/Tunisia%20Country%20Report%20on%20OOSC%20Summary_EN.pdf.pdf.

[8] Akkari, Abdeljalil. “Current Issues of Democracy and Education in Tunisia as Interpreted through Dewey’s Approach.” In Dewey, Education, and the Mediterranean, pp. 147-161. Brill, 2022.

[9] Ayadi, Mouna. “Inclusive Education in Tunisia: Expectations versus Reality.” أطراس 5, no. 01 (January 15, 2024): 17–29. https://doi.org/10.70091/atras/vol5no1.2.

[10] Hamlaoui, Sihem. “Teachers’ resistance to educational change and innovations in the Middle East and North Africa: A case study of Tunisian universities.” Re-Configurations (2021): 171.

[11] Khalifa, Taher Ben. “A Critical Perspective to Higher Education in the 21st Century Tunisia: The Problems of the Present and the Challenges of the Future.” Educational Studies 1, no. 1 (2024): 1-13.

[12] Zaghdoudi, Ines. “The challenges and the necessary reforms for education in Tunisia.” Houloul, September 24, 2021. https://houloul.org/en/2021/07/22/will-be-available-soon-9/.

[13] Abdessalem, Tahar. “Scope, relevance and challenges of financing higher education: The case of Tunisia.” Prospects 41 (2011): 135-155.

 

 

Educational Challenges in Belarus: Behind the Iron Curtain: The Struggles of Belarusian Education

Educational Challenges in Belarus: Behind the Iron Curtain: The Struggles of Belarusian Education

Behind the Iron Curtain: The Struggles of Belarusian Education

Written by Danylo Malchevskyi

Broken Chalk, Amsterdam, 2024

 

Introduction and Context

Image: Energy Intelligence (2023)

How can a nation rich in cultural heritage struggle so profoundly in educating its youth?

Belarus, a landlocked nation in Eastern Europe, is often recognized for its rich cultural heritage. However, beneath the cultural richness lies a complex and evolving educational landscape. Heavily influenced by its Soviet past, the Belarusian education system has undergone significant changes since the nation gained independence in 1991. Despite efforts to modernize, the system faces numerous challenges that affect both the quality and accessibility of education. Issues such as political censorship, lack of international cooperation, and brain drain paint a complicated picture of the educational environment in Belarus. The year 2022 brought additional complexities, as the Russian invasion of Ukraine had profound implications for Belarus.

This article delves into these challenges, exploring the root causes and potential solutions, while highlighting the critical need for greater investment in education amidst a backdrop of regional instability and geopolitical conflict.

Current challenges

Political Influence and Censorship

Image: Free Press Unites (2024)

One of the most significant challenges in the Belarusian education system is the pervasive political influence and censorship. The government, under the leadership of President Alexander Lukashenko since 1994, has maintained tight control over the educational sector. This control manifests in various ways, including the curriculum, which is often used as a tool for political propaganda (StopFake, 2023). Textbooks and teaching materials are closely monitored and aligned with the state’s ideological stance, limiting academic freedom and critical thinking among students (StopFake, 2023).

The extent of this control is reflected in the findings of the Academic Freedom Index, which assesses levels of respect for academic freedom in 175 countries and territories based on surveys of more than 2000 country experts around the globe. According to Scholars at Risk Europe (2023), there has been a steady decline in academic freedom in Belarus. The country’s score plummeted from 0.6 in 1994 to 0.19 in 2019, and further to a mere 0.03 in 2022, placing Belarus in the bottom 10% of all countries covered (Scholars at Risk Europe, 2023).

Moreover, the 2023 Freedom House Belarus Country Report concludes that academic freedom “remains subject to intense state ideological pressures,” with new laws mandating adherence to a particular historical narrative and imposing criminal sanctions for those who express contrary views (Freedom House, 2023). The repression of academic freedom is further evidenced by the Honest University project, part of the non-governmental organization Honest People. This project has documented 1,693 incidents of students and professors facing repression or pressure at universities in Belarus (Honest People, 2024). These incidents range from dismissals and expulsions to threats and detentions, creating an atmosphere of fear and self-censorship within academic institutions.

Such pervasive control and suppression of dissenting voices degrade the overall quality of education, as critical thinking and open discourse are essential components of a robust academic environment. The lack of freedom to explore diverse perspectives and challenge established narratives significantly hampers the intellectual development of students and the academic community at large.

Lack of International Cooperation and Impact of Sanctions

Image: YouTube, DW News (2021)

International cooperation plays a crucial role in enhancing the quality and relevance of education systems worldwide by fostering academic exchanges, research collaborations, and sharing best practices. However, one of the significant challenges for Belarusian education is the limited engagement with global educational networks. Belarus has been subjected to numerous sanctions from “Western” countries (Council of the European Union, 2024). These sanctions were first implemented in the early 2000s and later intensified following the disputed 2020 presidential election, which was marked by widespread allegations of electoral fraud (Radio Free Europe/Radio Liberty, 2020). The government’s severe crackdown on opposition movements and massive demonstrations further exacerbated the situation, leading to increased international condemnation and punitive measures.

Belarus’s close alignment with Russia and its involvement in the ongoing war in Ukraine have further strained its relations with the international community. In 2022, Belarus allowed Russian forces to use its territory as a launching pad for the invasion of Ukraine. This decision was pivotal, as it provided strategic advantages to Russia, enabling Putin’s army to launch attacks more effectively and rapidly into Ukrainian territory (Court, 2023). The consequences of this decision were severe and far-reaching: the Russian invasion led to the occupation of several Ukrainian regions, bringing with it a wave of violence and human rights abuses (Amnesty International, 2023). As a result, the Bologna Process Follow-Up Group suspended the representation of Belarus in the Bologna Process, as well as in working groups of the European Higher Education Area (European Higher Education Area, 2020). This marked the beginning of a series of successive suspensions from academic networks, associations, and formal collaborations.

Such sanctions limit the exposure of Belarusian educators and students to innovative teaching methods, modern pedagogical practices, and cutting-edge research. The absence of robust international partnerships also means that Belarusian institutions are less competitive in attracting international students, further perpetuating a cycle of isolation.

Brain Drain

Image: TheGlobalEconomy.com (2023)

The phenomenon of brain drain poses a significant challenge for Belarus, as many talented and educated individuals leave the country in search of better opportunities abroad. According to Andrei Kazakevich, director of the Institute of Political Sphere, approximately 180,000 people have left Belarus since 2020, the majority of whom are young individuals (BSA, 2023). This emigration is driven by various factors, including the lack of academic freedom, limited career prospects, and better living conditions abroad.

The brain drain primarily impacts the higher education sector, with many young Belarusians choosing to pursue their studies abroad. Consequently, Belarus loses a significant portion of its educated workforce, hindering the country’s development and exacerbating the challenges facing its education system. It is estimated that approximately 30,000 Belarusian students are currently enrolled in foreign universities, seeking better educational opportunities (Dunaeu, 2023).

In response to this issue, Alexander Lukashenko has expressed noticeable irritation, remarking, “They will return with completely changed mindsets” (ILRT, 2023). He has proposed several repressive measures to prevent young people from studying abroad. One such measure includes establishing a working group tasked with curbing the emigration of young professionals (LRT, 2023). The group’s responsibilities include monitoring the activities of educational institutions, scrutinizing student applications for international programs, and imposing administrative barriers to prevent students from obtaining necessary travel documents. These efforts reflect a broader attempt to control and influence the younger generation. By restricting opportunities for international study and work, the government aims to maintain its grip on the country’s future leaders and professionals.

Discrimination Based on Language

Image: Facts.net (2024)

The history of the Belarusian language is rich and complex, with its written form dating back at least 10 centuries (International Centre for Ethnic and Linguistic Diversity Studies, 2024). Following World War II, Belarusian schoolchildren became major targets of Soviet assimilationist policies. The Russification of education intensified after 1959 when Soviet leader Nikita Khrushchev declared that speaking Russian was essential for building communism. By the late 1980s, nearly 80% of schoolchildren in Belarus were studying in Russian, and Belarusian schooling was largely eliminated in cities (International Centre for Ethnic and Linguistic Diversity Studies, 2024).

The current government under President Aleksandr Lukashenko is continuing this trend, having little tolerance for the Belarusian language (Voice of Belarus, 2020). The preference for Russian is part of a broader strategy to suppress nationalistic sentiments that could challenge Lukashenka’s rule. After the 2020 protests, which erupted in response to a disputed presidential election widely criticized for electoral fraud, speaking Belarusian became increasingly dangerous (Jozwiak, 2024). The government’s severe crackdown on opposition movements and demonstrators created an atmosphere of repression and fear. In such socio-political climate, using the Belarusian language became a form of dissent, attracting suspicion and potential repercussions (Jozwiak, 2024).

In the field of education, the suppression of the Belarusian language is starkly evident. For example, Andrei, a lecturer at a Belarusian technical university, remarked: “Belarusian has always been rare in our university, but three years ago there were two or three teachers who used to give lectures in the language. Now they don’t work here, and none of the new ones are willing to teach in Belarusian. A new vice-rector has recently appeared at the university. Everybody knows that he is a former KGB officer. It seems that he has plans to search for dissenters inside the university” (Total Belarus, 2024).

This suppression is further exemplified by the actions of the government. On July 24th, 2023, the Ministry of Information of Belarus blocked Kamunikat.org, the largest online library of Belarusian literature, restricting access to this crucial resource (Belarusian Language Society, 2024). The website is now only accessible from abroad or via VPN services, further stifling the presence of the Belarusian language in public and academic life. This move can be seen as part of a broader strategy to suppress nationalistic sentiments and diminish the role of the Belarusian language in society.

Policy Recommendations

Image: ear-citizen.eu (2024)

It is crucial to mention that all the below-mentioned proposals can ONLY be effectively implemented after a regime change in Belarus. The current political environment under President Alexander Lukashenko’s authoritarian rule impedes meaningful reform. A shift towards a more democratic and transparent government is essential for creating the necessary conditions for these recommendations to take root and flourish.

1) Enhance Academic Freedom

To counteract political influence and censorship in Belarusian education, it is essential to establish independent educational bodies free from governmental control. Legal protections for educators and students must be implemented to ensure they can express diverse viewpoints without fear of reprisal.

For example, creating a National Academic Freedom Charter, similar to those in democratic countries, could help protect the rights of educators and students to teach and discuss controversial topics without interference. The Magna Charta Universitatum, adopted by over 900 universities worldwide, serves as a prime example of such a document (Magna Charta Observatory, 2024). Although Belarusian institutions have not signed this charter, it embodies the fundamental principles of academic freedom and institutional autonomy that could serve as a model for Belarus

2) Integrate with the European Union (EU)

 

  1. Adopt EU Educational Standards: Implement curricula and accreditation standards in line with EU guidelines.
  1. EU Funding Programs: Apply for EU educational and research grants to enhance resources and opportunities for Belarusian institutions.
  1. Erasmus+ Participation: Encourage participation in Erasmus+ and other EU exchange programs to increase student and staff mobility between Belarus and EU countries.

 

3) Address Brain Drain
  1. Career Development Programs: Implement career development centers in universities that offer counseling, job placement services, and skill-building workshops tailored to the local job market. Belarus can take note from Germany’s Career Service Centers at universities, which provide comprehensive support to students and graduates, including career counseling, job placement services, and skill-building workshops (University of Munich, 2024). These centers have proven effective in reducing brain drain.
  2. Tax Incentives: Provide significant tax breaks for young professionals and graduates who commit to working in Belarus for a certain period. An example could be Ireland’s “Special Assignee Relief Programme” (SARP), which offers tax incentives to highly skilled workers who relocate to Ireland for work (Revenue, 2024).

 

  1. Research and Innovation Funding: Create specific funding opportunities for innovative projects led by young researchers and professionals, ensuring they have the financial support to pursue cutting-edge research within Belarus.

 

4) Support Belarusian Language and Culture

  1. Language Programs: Develop and fund comprehensive Belarusian language programs in schools and universities.
  2. Cultural Grants: Provide grants for projects that promote Belarusian culture and heritage in the arts and humanities sectors.

 

A historic example that could serve as a guideline is the case of Wales (the Welsh Language Act 1993 and the subsequent Government of Wales Act 1998), which established measures to promote the Welsh language in education and public life (Law Wales, 2024). Comprehensive Welsh language programs in schools and universities have helped revive and sustain the Welsh language.

Conclusion

The education system in Belarus faces significant challenges stemming from political influence, censorship, limited international cooperation, brain drain, and language-based discrimination. Under President Alexander Lukashenko, political control has severely compromised academic freedom, transforming curricula into tools of propaganda and stifling dissent, which in turn undermines the quality of education and intellectual growth.

International sanctions and Belarus’s involvement in the Russia-Ukraine war have further isolated the country, restricting opportunities for academic exchanges and modernization. The brain drain phenomenon worsens these issues, as many talented individuals seek better opportunities abroad.

Meaningful reforms – such as enhancing academic freedom, aligning with European educational standards, addressing brain drain, and promoting the Belarusian language – can only be effectively implemented following a regime change towards a more democratic and transparent government. These measures are essential for overcoming the current educational challenges and fostering a more inclusive and dynamic academic environment in Belarus.

 

 

References

Amnesty International. (2024). Human rights in Ukraine. https://www.amnesty.org/en/location/europe-and-central-asia/eastern-europe-and-central-asia/ukraine/report-ukraine/

BSA. (2023). State of Belarusian academia 2023. https://drive.google.com/file/d/1yFFhZX4n4sFeCNMrYjvQTlZCXwBQhc1J/view

Belarusian Language Society. (2024). Overview of language rights violations in Belarus during the second half of 2023. BelLit. https://bellit.info/manitorynh/overview-of-language-rights-violations-in-belarus-during-the-second-half-of-2023.html

Council of the European Union. (n.d.). EU sanctions against Belarus. https://www.consilium.europa.eu/en/policies/sanctions-against-belarus/

Court, E., & The Kyiv Independent news desk. (2023, August 18). Lukashenko admits Russian troops invaded Ukraine through Belarus in 2022. The Kyiv Independent. https://kyivindependent.com/lukashenko-admits-russian-troops-invaded-ukraine-through-belarus/

Dunaeu, U. (2023, July 25). 30,000 Belarusian students are studying abroad, but half of them in Russia. Bologna by. https://bolognaby.org/index.php/en/ibc-in-media/619-uladzimir-dunaeu-30-000-belarusian-students-are-studying-abroad-but-half-of-them-in-russia

European Higher Education Area. (2020). Belarus (Suspended). https://ehea.info/page-belarus#:~:text=Belarus%20(Suspended),of%20Belarus%20in%20the%20EHEA.

Freedom House. (2023). Freedom in the world 2023: Belarus. Retrieved from https://freedomhouse.org/country/belarus/freedom-world/2023

Honest People. (2024). Honest University project. Retrieved from https://hu-repressions.honestby.org/ru

International Centre for Ethnic and Linguistic Diversity Studies. (2024, April 4). Discrimination of the Belarusian language in Belarus: A systemic problem with a multi-level historical context. ICELDS. https://www.icelds.org/2024/04/04/discrimination-of-the-belarusian-language-in-belarus-a-systemic-problem-with-a-multi-level-historical-context/

Jozwiak, V. (2024, February 15). Repressed by Lukashenko, the Belarusian language rallies his opponents. Balkan Insight. https://balkaninsight.com/2024/02/15/repressed-by-lukashenko-the-belarusian-language-rallies-his-opponents/

LRT. (2023, June 28). Запретят учиться за границей: Как Лукашенко встряхнет вузы [Banning studying abroad: How Lukashenko will shake up universities]. https://www.lrt.lt/ru/novosti/17/2197100/zapretiat-uchit-sia-za-granitsei-kak-lukashenko-vstriakhnet-vuzy

Law Wales. (2024). Welsh Language Act 1993. Retrieved from https://law.gov.wales/culture/welsh-language/welsh-language-act-1993

Magna Charta Observatory. (2024). Magna Charta Universitatum. Retrieved from https://www.magna-charta.org/magna-charta-universitatum

Radio Free Europe/Radio Liberty. (2020, November 13). EU threatens sanctions as Belarusian reportedly beaten to death by security forces. https://www.rferl.org/a/eu-threatens-sanctions-as-belarusian-reportedly-beaten-to-death-by-security-forces/30945612.html

Revenue. (2024). Special Assignee Relief Programme (SARP). Retrieved from https://www.revenue.ie/en/personal-tax-credits-reliefs-and-exemptions/income-and-employment/special-assignee-relief-programme/index.aspx

Scholars at Risk Europe. (2023). Briefing: Belarus and academic freedom. Retrieved from https://sareurope.eu/wp-content/uploads/2023/03/Briefing-Belarus-and-Academic-Freedom.pdf

StopFake. (2023, July 19). Belarus: Militarisation of minors. StopFake. https://www.stopfake.org/en/belarus-militarisation-of-minors/

Total Belarus. (2024, February 21). Can the Belarusian language survive? Transitions Online. https://tol.org/client/article/can-the-belarusian-language-survive.html

University of Munich. (2024). Career Service Center. Retrieved from https://www.lmu.de/en/workspace-for-students/career-services/

Voice of Belarus. (2021, June 18). Belarusians struggle to save their language, overcoming all-out discrimination. Voice of Belarus. https://www.voiceofbelarus.org/article/belarusians-struggle-to-save-their-language-overcoming-all-out-discrimination/

 

 

Educational Challenges in Ireland (Dutch)

Educational Challenges in Ireland (Dutch)

Het onderwijssysteem in Ierland; uitdagingen op onderwijsgebied en doelstellingen voor verbetering

Geschreven door Stefania Grace Tangredi
Vertaald door Pina Bontius

 

Bron: Tijdschrift voor plattelandsstudies

Het grondgebied van Ierland is verdeeld in twee delen: Ierland, ook wel “de Republiek Ierland” genoemd, en Noord-Ierland, dat deel uitmaakt van het Verenigd Koninkrijk. Ierland is lid van de Europese Unie.

In 1926 telde het land 2.971.922 inwoners, in 2023 waren dat er 4982 miljoen. Ierland werd in 1922 een vrije staat, een parlementaire democratie die wordt geregeerd door de Ierse grondwet van 1937. De officiële talen zijn zowel Engels als Iers.

Van de jaren 1950 tot de jaren 1970 groeide de Ierse economie en nam niet alleen op politiek gebied, maar ook op onderwijsgebied toe. In 2008 steeg de werkloosheid en daalde de groei van het bbp. Het toen overeengekomen herstelplan vereiste een behoorlijke bezuiniging op de overheidsuitgaven en een reeks maatregelen om de financiën te stabiliseren en weer groei te realiseren; Ierland kwam eind 2013 met succes uit de crisis. De uitgaven van de overheid voor onderwijs bedragen 3,72% van het bruto binnenlands product (bbp). Dit is lager dan zowel het regionale gemiddelde (4,6%) als het gemiddelde voor zijn inkomensgroep (4,5%).

Het onderwijssysteem in Ierland

In Ierland is het onderwijs op nationale scholen gratis en moet de staat gratis onderwijs op de basisschool aanbieden. Sommige particuliere basisscholen vragen een vergoeding. Het onderwijs op de meeste middelbare scholen is gratis, maar sommige particuliere scholen vragen een vergoeding van de gezinnen, zelfs voor het middelbaar onderwijs. Soms dragen de scholen de kosten voor boeken, uniformen en examens. De geschiedenis van Ierland is gevormd door de invloed van religieuze instellingen in de samenleving. Hierom speelt de katholieke kerk ook een belangrijke rol in het onderwijs: de meeste basisscholen, zoals de nationale scholen, worden beheerd door de kerk en gesubsidieerd door de staat. De meeste middelbare scholen – particuliere scholen voor voortgezet onderwijs – worden ook beheerd door katholieke instellingen. Onderwijs is in Ierland verplicht van 6 tot 16 jaar, of totdat leerlingen drie jaar voortgezet onderwijs hebben voltooid.

De basisschool bestaat uit acht leerjaren. Leerlingen gaan doorgaans op 12-jarige leeftijd naar de middelbare school. Het tweede niveau is onderverdeeld in een juniorcyclus en een seniorcyclus. In het middelbaar onderwijs worden zowel algemene als beroepsgerichte vakken onderwezen.

Het voortgezet onderwijs omvat middelbare scholen, beroepsopleidingen, scholengemeenschappen en community colleges. Het aantal jongeren dat na het verplichte onderwijs verder leert, is hoog: meer dan 90% van de 16-jarigen, 75% van de 17-jarigen en ongeveer 50% van de 18-jarigen gaat fulltime naar school.

Onderwijs in Ierland: vooruitzichten voor groei

Ierland staat voor tal van uitdagingen op het gebied van onderwijs. Het land probeert een snelle toename van het aantal inschrijvingen op te vangen. Het aantal inschrijvingen in het basisonderwijs daalt echter na een piek in 2018, terwijl het aantal inschrijvingen in het voortgezet onderwijs sterk blijft groeien, met een stijging van 34.300 tussen 2017 en 2021. Ook het aantal voltijdse inschrijvingen in het postsecundair onderwijs stijgt snel, met een toename van bijna 16.400 tussen 2017 en 2021 en 13 extra postsecundaire scholen sinds 2017, wat de aanzienlijke stijging van het aantal inschrijvingen weerspiegelt. Het totale aantal leraren is sinds 2017 met meer dan 7.804 gestegen, van 64.692 tot 72.496. De verhouding tussen het aantal leerlingen en leraren is sinds 2017 gedaald van 15,3 naar 13,7 in het basisonderwijs en van 12,8 naar 12,2 in het voortgezet onderwijs.

Ierland probeert niet alleen het aantal inschrijvingen te verhogen, maar bevordert ook een meer pluralistisch schoolsysteem dat beter aansluit bij de diversiteit, met name de religieuze diversiteit, in overeenstemming met het veranderende profiel van de bevolking. Een aantal scholen in Ierland is vanaf 2019 begonnen met de eerste overgang van katholiek naar multi-confessioneel. De scholen zullen programma’s implementeren om verschillende overtuigingen en waarden te omarmen en te integreren.

De deelname van kinderen met speciale onderwijsbehoeften aan het onderwijssysteem is toegenomen. Ierland wil een onderwijssysteem bieden dat hun deelname en vooruitgang ondersteunt, zodat zij hun volledige potentieel kunnen bereiken. Het is essentieel dat scholen beleid hebben om eventuele moeilijkheden van de leerlingen aan te pakken.

Om de kwaliteit en prestaties van alle niveaus van het onderwijssysteem op peil te houden en de arbeidsmarkt het hoofd te bieden, en om gelijke tred te houden met een veranderende wereld, zal het onderwijs- en opleidingssysteem een sleutelrol spelen bij het voorzien in bestaande en nieuwe vaardigheidsbehoeften door onderwijs, opleiding en mogelijkheden voor vaardigheidsontwikkeling te bieden aan mensen die de arbeidsmarkt betreden, en door bestaande deelnemers aan de arbeidsmarkt voortdurend bij te scholen en om te scholen.

Hoe ging Ierland om met de onderwijsproblemen tijdens COVID-19 in 2020?

Volgens een rapport van de VN hebben bijna 190 landen scholen gesloten, wat gevolgen had voor 1,5 miljard kinderen en jongeren. Daardoor moesten leerlingen een nieuwe manier van leren gaan toepassen, namelijk “thuisonderwijs”, en moesten leraren en opvoeders hun manier van lesgeven aanpassen. Audrey Azoulay, directeur-generaal van UNESCO, verzekerde dat de Verenigde Naties hulp boden om zich aan deze situatie aan te passen, vooral omdat ze samenwerkten met landen om de continuïteit van het onderwijs voor iedereen te waarborgen, met name voor kansarme kinderen en jongeren, die doorgaans het hardst worden getroffen door schoolsluitingen.

Tijdens de COVID-19-pandemie gaf 94% van de leerlingen aan dat ze een combinatie van schoolboeken en digitale hulpmiddelen gebruikten. Veel leerlingen (79%) gaven aan dat ze geen problemen hadden ondervonden, en als dat wel het geval was, werden die problemen snel opgelost. De meeste jongeren maakten hun opdrachten af en kregen feedback van hun leerkracht.

Foto door  Jessica Lewis op Unsplash

Pesten op school

Hoewel veel kinderen en jongeren naar katholieke scholen gaan, is er een groeiend aantal mensen dat het geloof niet praktiseert en alleen naar doop- en communiefeesten gaat omdat dit deel uitmaakt van de Ierse cultuur, maar niet omdat ze actief geloven. Toch zijn de meeste scholen in Ierland katholiek. Volgens de volkstelling van 2016 beschrijft bijna 80% van de bevolking zichzelf als katholiek. Religieuze beoefenaars en toegewijde leerlingen kunnen zich kwetsbaarder voelen omdat ze nu een minderheid vormen op Ierse scholen.

Om dit probleem te voorkomen, moeten Ierse scholen een gedragscode en een specifiek onderwijsprogramma en procedures hebben die samen het schoolplan vormen om leerlingen op school te helpen zich goed te gedragen en goed te leren. Ook zullen er schoolondersteuningsteams beschikbaar zijn om leerlingen te helpen die gepest worden, en zal al het personeel worden opgeleid als onderdeel van het nieuwe actieplan.

Kansarme mensen in Ierland

Ondanks de snelst groeiende economie van Europa blijft de armoede in Ierland stabiel. Kinderen hebben meer kans dan de rest van de bevolking om in aanhoudende armoede te leven. Meer dan 62.000 kinderen leven in langdurige armoede en anderen lopen het risico om in armoede te vervallen. Een op de vijf ouders heeft niet genoeg te eten om hun kinderen te voeden. Kinderen die veel reizen, zoals de Roma-kinderen, zijn bijzonder kwetsbaar. De term “Roma” wordt door de Raad van Europa gebruikt om te verwijzen naar Roma, Sinti, Kale en aanverwante groepen in Europa, met inbegrip van ‘Travellers’ en de oosterse groepen, zoals Dom en Lom, en omvat de grote diversiteit van de betrokken groepen, waarnaast ook personen die zichzelf als “zigeuners” identificeren inbegrepen zijn.

Bron: CSO Ierland

Uit statistische gegevens van 2016 blijkt dat 2% van de 10-jarigen in Ierland aan het einde van de basisschool geen eenvoudige tekst kan lezen en begrijpen. Kinderen op het platteland worden mogelijk negatief beïnvloed door moeilijkheden om betrokken te blijven bij het onderwijs of toegang te krijgen tot voorzieningen.

Kansenongelijkheid in het onderwijs hangt vaak samen met sociaaleconomische factoren, zoals een ontoereikend inkomen, slechte huisvesting, gezondheidsproblemen of gezinsproblemen. Kinderen die in arme gezinnen zijn geboren of in achterstandswijken wonen, lopen het grootste risico op schooluitval en vervolgens uitsluiting van de arbeidsmarkt. Jongeren die sociaal achtergesteld zijn, lopen een groter risico om te worden blootgesteld aan factoren die van invloed zijn op hun kansen om met succes het basis- en voortgezet onderwijs te doorlopen.

Conclusies en aanbevelingen

Het Ierse onderwijssysteem heeft aanzienlijke sterke punten en prestaties laten zien, maar staat ook voor uitdagingen. Het land zet zich sterk in om zijn burgers kwalitatief hoogstaand onderwijs te bieden, wat blijkt uit de goed gestructureerde en toegankelijke onderwijsinfrastructuur. De nadruk die Ierland legt op voorschools onderwijs, investeringen in technologie en toewijding aan inclusiviteit hebben bijgedragen aan een positieve leeromgeving voor leerlingen van verschillende leeftijden en achtergronden.

Het onderwijssysteem heeft veel verdiensten, maar op sommige gebieden zijn verbeteringen mogelijk om de algehele effectiviteit te vergroten:

Ierland zou meer moeten investeren in onderwijs, met name in het basis- en voortgezet onderwijs; dit is cruciaal voor het handhaven van hoogwaardige onderwijsnormen en faciliteiten. Adequate financiering zorgt ervoor dat alle scholen over de nodige middelen beschikken om aan de leerbehoeften van leerlingen te voldoen.

Ondanks de vooruitgang blijven er in sommige regio’s en onder bepaalde bevolkingsgroepen onderwijsverschillen bestaan. De regering zou zich moeten richten op het verkleinen van deze verschillen door gerichte maatregelen te nemen, zoals verbeterde toegang tot middelen en gespecialiseerde ondersteuning voor kansarme gemeenschappen.

Voortdurende professionele ontwikkeling van onderwijzers is essentieel om gelijke tred te houden met onderwijsmethodologieën en -technologieën in ontwikkeling. Het stimuleren en bieden van mogelijkheden voor leraren om hun vaardigheden te verbeteren, zal de leerervaring van de leerlingen ten goede komen. Naarmate het onderwijslandschap steeds veeleisender wordt, is het van cruciaal belang om prioriteit te geven aan geestelijke gezondheidszorg voor leerlingen, ouders en onderwijzers; het creëren van een positieve en ondersteunende leeromgeving zal leerlingen helpen om zowel op academisch als emotioneel vlak tot hun recht te komen.

Bronnen:
References

Educational Challenges in Malta (Romanian)

Educational Challenges in Malta (Romanian)

Provocări educaționale în Malta

Scris de Karl Baldacchino

Editat de Olga Ruiz Pilato

Tradus de Iasmina-Măriuca Stoian

 

Introducere

Republica Malta este o mică insulă situată în Marea Mediterană, chiar sub Sicilia, la est de Tunisia și deasupra Libiei. Din punct de vedere istoric, a servit drept poartă de acces între Africa de Nord și Europa, după cum o demonstrează lunga sa istorie ca parte a cuceririlor imperiale ale fenicienilor, cartaginezilor, romanilor, bizantinilor, arabilor, normanzilor, cavalerilor de Saint-Jean, francezilor și, în cele din urmă, britanicilor, obținând independența în 1964 și devenind republică în 1974. [i] A devenit membră a Uniunii Europene (UE) în 2004, ceea ce a dus la o serie de reforme pentru dezvoltarea socială în ceea ce privește educația, sănătatea și statutul socio-economic, în vederea îndeplinirii criteriilor UE. [ii] În acest sens, accesul la o educație de calitate a crescut în mod general pentru elevi, iar ca urmare, aceștia sunt mai bine pregătiți după terminarea învățământului obligatoriu.

 

Caracteristicile sistemului de învățământ din Malta

„Legea educației”, în conformitate cu capitolul 327 din Legile Maltei, prevede că educația este obligatorie pentru toți copiii și tinerii din Malta cu vârste cuprinse între cinci și șaisprezece ani, împărțită în șase ani de învățământ primar, urmați de cinci ani de învățământ secundar. Părinții au libertatea de a-și trimite copiii fie la școli publice, de stat, fie la școli administrate de biserică, care sunt cu program complet și în mare parte gratuite, fie la școli private care necesită taxe de școlarizare anuale. [iii] Există, de asemenea, o promovare și o ofertă puternică de educație și îngrijire a copiilor de vârstă mică (ECEC) de la naștere până la vârsta de trei ani, urmată de centre de grădiniță care ajută copiii să se pregătească pentru a intra cu ușurință în învățământul primar, existând un total de 143 de centre de îngrijire a copiilor înregistrate până în noiembrie 2019. [iv]

Învățământul primar constă în clase cu abilități mixte, care combină cele trei materii de bază: engleză, matematică, malteză și științe, religie/etică și educație fizică. Acesta include competențe transversale precum e-learning, dezvoltare durabilă, educație interculturală, antreprenoriat, creativitate și inovare. [v] Acest nivel există în cadrul „rețelelor de colegii” de stat, care facilitează fluxul copiilor care frecventează aceleași școli primare și secundare într-o anumită proximitate geografică, utilizând liste de verificare specifice pentru a evalua alfabetizarea, aritmetica și alfabetizarea electronică între clasa întâi și clasa a treia, împreună cu evaluări formative continue prin intermediul „End of Primary Benchmark” (Criteriul de referință pentru sfârșitul ciclului primar) pentru cele trei materii de bază. [vi]

Învățământul secundar este împărțit în secundar inferior și secundar superior. Primul durează doi ani și este denumit „școală gimnazială”, incluzând cele trei materii de bază, precum și geografie, istorie, religie/etică, fizică, PSCD (dezvoltare personală, socială și profesională), artă, limbi străine (de exemplu, italiană, germană, franceză, arabă, spaniolă) și așa mai departe. Învățământul secundar superior constă, în general, în participarea elevilor la cursuri opționale alese în al doilea an de gimnaziu, alături de o limbă străină și o disciplină științifică la alegere.[vii] Acest nivel se bazează pe forme de evaluare continuă și examene anuale stabilite la nivel central la sfârșitul fiecărui an, culminând cu examenele naționale pentru obținerea certificatului de învățământ secundar (SEC) organizate de comisia Matriculation and Secondary Education Certificate (MATSEC) a Universității din Malta (UOM), în cadrul cărora toți elevii în vârstă de șaisprezece ani susțin examene axate pe cele trei materii de bază și pe materiile opționale alese pentru a obține calificări recunoscute în Malta și de Cadrul european al calificărilor pentru învățarea pe tot parcursul vieții (EQF).[viii]

Învățământul postliceal asigură elevilor care nu au reușit să promoveze examenele SEC o a doua șansă prin programe de recuperare la școala Guze Ellul Mercer (GEM) 16+ sau la liceele din Malta și Gozo. De asemenea, aceasta implică faptul că elevii care au promovat cele trei materii de bază și alte trei materii pot opta pentru a obține niveluri superioare de educație în cadrul programelor de doi ani, fie la Junior College, fie la Giovanni Curmi Higher Secondary, în vederea pregătirii pentru învățământul terțiar la UOM prin examenele de nivel avansat și intermediar; sau pot adopta o abordare mai practică, frecventând Malta College of Arts, Știință și Tehnologie (MCAST), care oferă o gamă largă de programe profesionale, diplome și grade în știință, inginerie, contabilitate și TIC; sau Institutul de Studii Turistice (ITS), axat pe industria turismului ca pilon principal al economiei Maltei. [ix]

UOM oferă o gamă diversă de programe de licență, masterat și doctorat, axate în mod tradițional pe drept, medicină, comunicare, psihologie și științe umaniste. Recent, universitatea s-a extins în noi domenii digitale, precum tehnologia blockchain și securitatea cibernetică.[x] Cu toate acestea, alte instituții publice și private concurează cu UOM, vizând cerințele pieței de nișă pentru educația adulților, după cum se poate observa din programele oferite de Centrul pentru Arte Liberale și Științe al UOM, precum și de Universitatea de a Treia Vârstă (U3E), care oferă programe provocatoare pentru consolidarea gândirii critice și a dobândirii de competențe.[xi]

Acest sistem se mândrește cu o structură solidă axată pe educația pentru toți, pentru a facilita intrarea pe piața muncii, asigurând accesul gratuit pe tot parcursul studiilor și asistență guvernamentală semnificativă, cum ar fi manuale și transport gratuit, precum și burse de întreținere și indemnizații lunare pentru cei care continuă studiile la niveluri superioare. [xii] Este evident că Malta a făcut pași importanți pentru a investi masiv în sistemul său de învățământ, având una dintre cele mai mari cheltuieli publice generale pentru educație, de 14,2%, și dedicând 5,3% din produsul intern brut (PIB) educației, ceea ce este peste mediile UE de 10% și, respectiv, 4,7%. [xiii] Cu toate acestea, în ciuda acestor progrese pozitive, sistemul rămâne puternic împovărat în ceea ce privește îndeplinirea obiectivelor de referință, educatorii săi făcând față ritmului rapid al reformelor și creșterii semnificative a migranților.

 

Nerespectarea standardelor educaționale

Datele din 2009 și 2018 din Programul OCDE pentru evaluarea internațională a elevilor (PISA) și rezultatele calculate de Eurostat evidențiază faptul că procentul elevilor de 15 ani cu rezultate slabe la citire, scriere, matematică și științe a rămas cu mult peste media UE, situându-se la 35,6 %, 29,1 % și, respectiv, 32,5 %. Nivelul de citire și scriere în limba engleză al copiilor din clasa a V-a din școlile primare arată că 65,8 % dintre ei puteau vorbi engleza, uneori la un nivel superior celui C1, dar 32,8 % dintre copii prezentau deficiențe la scriere la nivelul A1. [xiv] În plus, datele din 2011 ale studiului Progress in International Reading Literacy Study (PIRLS), realizat de Asociația Internațională pentru Evaluarea Rezultatelor Educaționale (IEA), au clasat Malta pe locul 35 din 45 de țări participante la studiu. Nivelul de alfabetizare al elevilor este comparabil cu cel din Trinidad și Tobago, 25 % dintre aceștia obținând rezultate slabe la citirea în limba engleză. Media notelor la citirea în limba malteză a fost mai slabă decât media notelor la citirea în limba engleză, ceea ce evidențiază o discrepanță între instituțiile de stat și cele confesionale și private.[xv] Această din urmă problemă se datorează lipsei de resurse, Bonnici (2021) explicând în articolul său că „Malta a creat un mediu în care unii elevi au acces la resurse mai bune pur și simplu pentru că își permit acest lucru”. Acest lucru demonstrează că educația este inegală în școlile de stat, o opinie confirmată de studiul Comisiei Europene din 2020. Studiul sugerează că diferența dintre școlile de stat și cele private sau bisericești este de până la doi ani de predare. [xvi] În ciuda reformelor specifice, sălile de clasă rămân destul de mari, politicile limitând numărul de elevi la 26 per clasă, dar fără a aborda raportul profesor-elev, care se situează printre cele mai scăzute din UE. Acesta era de 12,8, 6,5 și 7,5 pentru nivelurile primar, gimnazial și liceal în 2019, oferind o indicație indirectă a atenției individuale acordate elevilor. [xvii]

O altă problemă istorică pentru Malta a fost rata ridicată a abandonului școlar timpuriu (ESL), pe care Eurostat a definit-o ca „persoanele cu vârsta cuprinsă între 18 și 24 de ani, care nu au cel puțin echivalentul diplomelor SEC (notele 1-7) la cinci materii diferite și care nu urmează studii sau formare profesională”. Situată la 33 % în 2005, aceasta a scăzut la 16,7 % în 2020, Malta rămânând cu a doua cea mai mare rată și peste valoarea de referință a UE de 10 %.[xviii] Rata de ocupare a forței de muncă a persoanelor cu un nivel scăzut de educație este de 71,7 %: cea mai ridicată din UE, ceea ce explică de ce abandonul școlar este o problemă persistentă. Acest lucru arată că, chiar și cu puține calificări, oamenii au găsit totuși locuri de muncă în industria turismului, care, pe lângă faptul că este slab remunerată, împiedică și succesul politicilor care vizează reducerea raportului cost-beneficiu al înscrierii la niveluri superioare de educație, așa cum sugerează unii cercetători, expunând această categorie la riscul de excluziune socială și șomaj în viitor, pe măsură ce se dezvoltă noi industrii.[xix] Aceasta poate fi, de asemenea, o problemă generațională. O treime din totalul forței de muncă are un nivel de educație secundară, în timp ce 50 % rămân fără calificări SEC. În anul 2000, 7,4 % dintre persoanele cu vârsta cuprinsă între 30 și 34 de ani au obținut calificări terțiare, procentul crescând la 39,7 % până în 2020. Aceasta din urmă a reprezentat un obiectiv de referință atins cu succes, care a inclus o diferență de gen de 46,5% dintre femei care au obținut studii superioare, comparativ cu 34,1% dintre bărbați.

Eșecul ridicat al elevilor la materiile de bază MATSEC la nivel secundar și postsecundar indică eșecul sistemului de a atinge obiectivele de referință. În 2021, 17% (642 din 3706), 18% (762 din 4162) și 14% (575 din 4086) dintre elevi au picat la malteză, matematică și engleză, în comparație cu rezultatele din 2019, care au fost de 19%, 17% și, respectiv, 12%. Fostul ministru al Educației, Justyne Caruana, a declarat că acest eșec nu poate fi atribuit epidemiei de Covid-19 din 2020.[xxi] Ca reacție la acest lucru, guvernul a anunțat o decizie a UOM potrivit căreia pentru a intra la Junior College elevii nu vor mai fi obligați să promoveze toate materiile de bază, o limbă străină și o materie științifică, ci va fi suficientă promovarea unei singure materii de bază. Această decizie a stârnit reacții negative din partea părților interesate, în special din partea Sindicatului Profesorilor din Malta (MUT), care nu a fost consultat. Aceștia au contestat decizia, considerând-o o tactică electorală, având în vedere că la alegerile parlamentare din 2022 tinerii de 16 ani au avut dreptul să voteze pentru prima dată. [xxii] Guvernul susține decizia, deoarece aceasta poate aborda în mod pozitiv problema ESL, în măsura în care nivelurile superioare de educație reprezentau o barieră pentru tineri. Cerințele pentru admiterea la UOM rămân în continuare o barieră în acest sens, dar mulți se întreabă dacă aceasta este direcția pe care ar trebui să o ia educația.

 

Educatorii incapabili să facă față

Nu există suficienți profesori pentru a se ocupa de toți elevii, în special pentru cele trei materii de bază;[xxiii] cu toate acestea, în loc să privim educația ca pe un așa-numit „bastion elitist” și să punem dezvoltarea educațională exclusiv pe umerii educatorilor, o abordare mai bună ar fi aceea de a aborda dezechilibrele atitudinale și sistematice legate de modul în care sunt tratați educatorii în Malta. Este o problemă de atitudine în sensul că profesia este considerată una dintre cele mai joase și mai puțin respectate în societatea malteză, ceea ce afectează instruirea crucială pe care elevii o primesc de la educatori, o problemă amplificată de faptul că părinții și comunitățile sociale, pentru o lungă perioadă de timp și până de curând, nu au dorit să se implice în educația copiilor lor și în viitorul pieței muncii, riscând să agraveze inegalitățile socio-economice. [xxiv] Pe de altă parte, în ultimii trei ani, MUT, alături de alții, a criticat reformele guvernamentale introduse fără consultarea lor, fără a oferi formare și dezvoltare profesională pentru noile reforme, iar aceste reforme nu au avut până acum succesul de a câștiga sprijinul educatorilor, aceștia argumentând că ritmul rapid este similar cu o „cursă de șoareci” care duce la „oboseala reformelor”. [xxv] Acesta este motivul pentru care educatorii se simt epuizați de volumul de documente pe care trebuie să le trateze cu prioritate față de alte responsabilități esențiale, fiind astfel incapabili să abordeze lipsa de disciplină și comportamentul inadecvat al elevilor în sălile de clasă. În schimb, ei solicită ca reformele să nu se concentreze exclusiv pe elevi, ca o modalitate de a ocoli necesitatea unei abordări echilibrate care să țină seama și de nevoile educatorilor, un motiv crucial pentru care mulți educatori părăsesc acest domeniu.[xxvi]

Studiul realizat de dr. Chircop în 2020 s-a concentrat asupra modului în care educatorii construiesc o imagine a societății malteze în sala de clasă și a revelat modul în care ritmul rapid al reformelor socio-economice de la aderarea Maltei la UE, prin introducerea divorțului, uniunea civilă, căsătoria între persoane de același sex, modificările politicilor de migrație și chiar recentă legalizare a producției de cânepă, a lăsat educatorii cu o dublă sarcină de a concilia aceste schimbări cu propriile sisteme religioase, culturale și morale, crescând indirect barierele în calea creării unei societăți mai tolerante în interiorul și în afara școlilor. [xxvii] Acest lucru riscă să sistematizeze problemele legate de rasism și excluderea anumitor orientări sexuale care persistau în societate, dar care au devenit mai pronunțate și mai vizibile în ultimele două decenii, transformându-se în granițe bine stabilite între „noi” și „ei”, din cauza temerilor că identitatea malteză se va detașa de rădăcinile sale culturale, religioase și sociale în schimbul unei identități mai moderne, europene sau chiar nord-africane și mediteraneene, legate de istoria Maltei și de relațiile sale cu diverse culturi. [xxviii] Aceasta indică o problemă transversală mai amplă care există în Malta din 2002, și anume creșterea populației străine în țară.

 

De la necesitate economică la rasism

Tema rasismului în Malta are un caracter contradictoriu, întrucât, în trecut, piața muncii avea nevoie de persoane cu înaltă calificare, care nu existau în rândul populației malteze, și a devenit dependentă de atragerea de lucrători străini pentru a acoperi deficitul de competențe, dependență care continuă și astăzi odată cu cea mai recentă evoluție a pieței industriei jocurilor de noroc (aproximativ 60 % din angajații acesteia fiind străini). [xxix] Atitudinile rasiste au devenit mai răspândite datorită faptului că populația străină a crescut de la 14 725 în 2008 la 83 267 în 2019, sau de la 4 % din populația totală malteză la 17 %. Aceasta a adăugat presiune asupra celor 1.322 de locuitori pe kilometru pătrat – semnificativ mai mult decât în Regatul Unit, cu 244,3 locuitori/km2, sau Italia, cu 19,2 244,3 locuitori/km2. Acest lucru s-a reflectat în școli, deoarece mai mulți elevi din țări terțe (TNC) din Siria, Libia și Serbia s-au înscris la școli din nordul, portul nordic și districtele sud-estice ale Maltei, cum ar fi St. Theresa College, St. Benedict College și St. Clare College. [xxx] În ciuda limitărilor sale, un studiu realizat de Frendo în 2021 a evidențiat semne clare de excludere și discriminare împotriva elevilor migranți din învățământul postliceal, aceștia fiind tratați diferit de colegii lor din clasă din cauza culorii pielii sau a îmbrăcămintei, fiindu-le adresate întrebări rasiste de către educatori și fiind făcuți invizibili prin utilizarea limbii malteze ca limbă de predare, concluzionând că aceiași indicatori culturali și etnici pot fi prezenți și în alte niveluri de învățământ.[xxxi]

Rasismul este o problemă critică care trebuie abordată prin oferirea de dezvoltare profesională și formare suplimentară cadrelor didactice în ceea ce privește metodele pedagogice și predarea limbii, precum și prin satisfacerea nevoilor educaționale și emoționale ale celor care pot suferi de traume din cauza călătoriei lor migratorii sau a experiențelor de abuz, creând un mediu intercultural, mai degrabă decât unul multicultural, de asimilare. În plus, sistemul educațional mai larg din Malta trebuie să crească alocarea de resurse și să se concentreze pe școlile și districtele care deservesc grupuri concentrate de elevi străini. Acest lucru ar pune la încercare percepția mai largă conform căreia străinii reprezintă o „amenințare” pentru cultura, limba și perspectivele de angajare ale acestora. [xxxii]

 

Concluzie

Fiind născut, crescut și educat în sistemul de învățământ din Malta, am întâlnit aceste probleme în mod direct și m-am împrietenit cu mulți educatori actuali și viitori din domeniu, care dezbat și discută public aceste probleme actuale. Sistemul în sine și-a găsit echilibrul de-a lungul anilor și există dovezi clare că generațiile trecute, actuale și viitoare au acces pozitiv la o educație de calitate. Cu toate acestea, sistemul trebuie să umple lacunele rămase, deoarece toate părțile implicate sunt neglijate. Există o nevoie serioasă ca toate părțile interesate să se reunească pentru a reevalua metodele de predare, conținutul, formarea și numărul de studenți, pentru a se asigura că toți beneficiază de sistem așa cum s-a intenționat inițial.

 

Bibliografie:

[i] Fenech, C. & Seguna, A. (2020) ‘Internationalisation of Maltese Society and Education’. Malta Journal of Education, Vol. 1(1), pp. 31-32.

[ii] Ibid., p. 30; see also Chircop, L. (2020) ‘Educators’ Constructions of Maltese Society’. Malta Journal of Education, Vol. 1(1), pp. 59-60; Gauci, T. M. (2021) ‘An Analysis of Educational Attainment in Malta: Policy Note’. Central Bank of Malta, pp. 4 & 12-13; see also European Commission (2019) ‘Education and Training Monitor 2019: Malta’, pp. 5-6.

[iii] European Commission, ‘Malta: Organisation of the education system and of its structure’. Eurydice. Available online from: https://eacea.ec.europa.eu/national-policies/eurydice/content/organisation-education-system-and-its-structure-49_en#:~:text=Education%20in%20Malta%20is%20compulsory,five%20years%20of%20secondary%20education. [Accessed 29/04/2022].

[iv] Ibid.

[v] Ibid.

[vi] Ibid.

[vii] Ibid.

[viii] Ibid.

[ix] Ibid.

[x] Ibid.

[xi] Ibid.; see also Mayo, P. (2012) ‘Adult Education in Malta: Challenges and Prospects’.  Journal of Adult Continuing Education, Vol. 18(1), p. 52.

[xii] Ibid.; see also Gauci, p. 5; see also Mayo, p. 58.

[xiii] Gauci, p. 22; see also European Commission (2019), p. 7; see also Bonnici, J. (2021) ‘Malta’s Educational System is Failing While We Play Dumb’. Lovin Malta. Available online from: https://lovinmalta.com/opinion/analysis/maltas-educational-system-is-failing-while-we-play-dumb/ [Accessed on 30/04/2022].

[xiv] European Commission (2019), p. 5; see also European Agency for Special Needs and Inclusive Education, ‘Raising the Achievement of All Learners in Inclusive Education – Country Report: Malta’, p. 2.

[xv] European Agency for Special Needs and Inclusive Education, pp. 5-6.

[xvi] Bonnici; see also European Commission (2020) ‘Equity in School Education in Europe: Structures, Policies and Student Performance’, pp. 65 & 239-240.

[xvii] Gauci, pp. 22-23.

[xviii] Ibid., p. 4; see also European Agency for Special Needs and Inclusive Education, p. 6; see also Carabott, S. (2019) ‘Malta with Second Largest Number of Early School Leavers in Europe’. Times of Malta. Available online from: https://timesofmalta.com/articles/view/malta-with-second-largest-number-of-early-school-leavers-in-europe.708292#:~:text=Malta%20has%20the%20second%20largest,2018%2C%20according%20to%20European%20data. [Accessed on 30/04/2022].

[xix] Ibid., pp. 10-11 European Commission (2019), pp. 8-9; see also Bonnici.

[xx] Ibid., pp. 8-11; see also European Agency for Special Needs and Inclusive Education, p. 4; see also Carabott.

[xxi] Fenech, J. (2021) ‘MATSEC Results to be Evaluated to Find Reasons for Poor Outcome – Education Minister’. Independent. Available online from: https://www.independent.com.mt/articles/2021-08-27/local-news/MATSEC-results-to-be-evaluated-to-find-reasons-for-poor-outcome-Education-Minister-6736236248 [Accessed on 30/04/2022].

[xxii] Farrugia, C. (2022) ‘Junior College No Longer Requires Passes in All Three Core Subjects’. Times of Malta. Available online from: https://timesofmalta.com/articles/view/junior-college-no-longer-requires-passes-in-all-three-core-subjects.943710#:~:text=Students%20previously%20needed%20passes%20in%20Maltese%2C%20English%20and%20Maths&text=Students%20applying%20to%20enter%20Junior,one%20of%20three%20science%20subjects. [Accessed on 30/04/2022].

[xxiii] Times of Malta (2019) ‘The Failing Education System’. Available online from: https://timesofmalta.com/articles/view/the-failing-education-system.701290 [Accessed 30/04/2022].

[xxiv] Ibid.; see also Bonnici; see also Vella, L. (2021) ‘Teachers Call for Action on Expert’s Report on State School Educators’ Challenges’. Malta Today. Available online from: https://www.maltatoday.com.mt/news/national/111164/teachers_call_for_action_on_experts_report_on_state_school_educators_challenges#.Ym1EO9pBzIV [Accessed on 30/04/2022].

[xxv] Vella (2021); see also Vella, Matthew (2020) ‘Teachers Left Breathless by Reforms “Rat Race”, Says Union Boss’.  Malta Today. Available online from: https://www.maltatoday.com.mt/news/national/100137/teachers_left_breathless_by_reforms_rat_race#.Yme-htpBzIW [Accessed on 30/04/2022].

[xxvi] Ibid.; see also Vella (2020); see also General Workers’ Union Malta, ‘Study: “Challenges that Educators Face”’. Available online from: https://gwu.org.mt/en/study-challenges-that-educators-face/ [Accessed on 30/04/2022].

[xxvii] Chircop, L. (2020) ‘Educators’ Constructions of Maltese Society’. Malta Journal of Education, Vol. 1(1), pp. 57-66.

[xxviii] Ibid., pp. 57, 59, 60 & 67-69.

[xxix] Times of Malta (2019); see also Bonnici.

[xxx] Fenech & Seguna, pp. 29-30, 34-38 & 40-41.

[xxxi] Frendo, F. (2021) ‘Reflections on the Little Rock: Assessing Migrant Inclusion in Maltese Post-Secondary Education’. Malta Journal of Education, Vol. 2(2), pp. 143, 145 & 150-153.

[xxxii] Ibid., pp. 154-155; see also Fenech & Seguna, pp. 40-41, 43-45 & 46.

Estonia’s Teacher Shortages: A Threat to Educational Excellence

Estonia’s Teacher Shortages: A Threat to Educational Excellence

Written by Siti Hajar Auliannisa

Introduction

Estonia has a rich history dating back to the 13th century, and it has adopted innovative approaches that prioritize equal access to high-quality education. The comprehensive system provides free education at all levels and gives schools more autonomy by allowing them to tailor curricula, teaching methods, and administrative decisions.

 

Education in Estonia is legally free, unless parents choose to send their children to private schools. Early childhood education, basic education, upper secondary education, and higher education are the four levels of education. The structure of the education system allows everyone to progress from one level of education to the next. Furthermore, the Estonian education system is decentralized, with clear divisions of responsibility between the state, local government, and schools. The language of instruction is mainly Estonian, but other languages may be used as stipulated in the legislation.

 

According to the PISA 2022 educational survey, Estonian 15-year-olds have the absolute best knowledge and skills in Europe and are among the top eight in the world. Among Estonia is ranked first-2nd in mathematics with Switzerland, first in science, and first-2nd in reading with Ireland.

 

According to PISA, Estonian headmasters and teachers enjoy significant autonomy, ranking the country first among nations for the freedom educators have in designing school curricula and contributing to management decisions.

 

However, despite the international acclaim for Estonia’s education system, the growing shortage of qualified teachers stands out as a major concern. This issue, highlighted by the survey, is a critical challenge the nation is working to address in the coming years to preserve its educational excellence.

 

The Scope of the Problem

 

For over a decade, state statistics and international comparisons have highlighted a troubling trend in Estonia’s teaching workforce, with conditions deteriorating each year. The average age of Estonian teachers is approximately 50, and the proportion of educators aged over 60 has risen from 17% to 24% between 2015 and 2023 (Haridussilm, 2024; OECD, 2020). Meanwhile, the percentage of qualified teachers—those with a teaching certificate and a master’s degree or equivalent—dropped from 87% to 81% in general education schools from 2017 to 2022 (Ministry of Education and Research, 2022).

 

Additionally, the latest TALIS report (OECD, 2020) shows that 41% of teachers under 35 in Estonia are considering leaving the profession within the next five years, the highest percentage among all TALIS countries. The COVID-19 pandemic exacerbated the situation, with nearly a third more teachers leaving their roles in the 2021-2022 academic year compared to two years prior (Arenguseire Keskus, 2023). These challenges pose a significant threat to the stability of Estonia’s education system.

 

Underlying Causes of Teacher Shortages

 

Economic Factors

 

The teaching profession’s social status, encompassing low salaries and limited societal recognition, serves as a significant deterrent. Across many countries, teachers earn less than professionals with similar qualifications. In Estonia, the average teacher’s salary equates to 92% of the national average salary for specialists with higher education. In 2023, lower secondary teachers earned an average of USD 37,506, which is 24% higher than the starting salary. However, this remains uncompetitive compared to earnings in other fields, making it difficult to retain teachers in the profession.

 

While salary is not the primary reason individuals pursue teaching, inadequate pay can drive even highly motivated teachers and aspiring educators to leave the field.

 

Social Perceptions

 

The position and perception of teachers in Estonia present a paradox: despite producing some of the world’s best educational outcomes, a significant number of teachers report dissatisfaction with their jobs and the level of societal appreciation. Many teachers perceive their own efficacy as low and view societal attitudes toward the teaching profession as overly critical. Consequently, teaching is not a highly attractive career choice for upper secondary school graduates, leading to a workforce that is increasingly feminized and ageing.

 

Research has also highlighted various personal factors influencing teacher retention. While the impact of gender is mixed, younger and less experienced teachers are more likely to leave the profession. Many young professionals are opting for higher-paying, more flexible career paths outside of teaching. Conversely, teachers with traditional educational qualifications tend to stay in the field longer compared to those who enter through alternative certification programs.

 

Workload and Burnout

 

Teacher retention is heavily influenced by well-being and health, with burnout playing a significant role. For those who choose to stay in the profession, the workload can be overwhelming. Estonian teachers juggle extensive administrative duties alongside the challenges of inclusive education and managing diverse classrooms. Additionally, the national curriculum, often criticized for being excessively demanding, exacerbates their workload, leaving limited opportunities for creativity or personal development.

 

Impact of Teacher Shortages

 

On students

Teacher shortages have a profound impact on students’ education, causing disruptions in learning, reducing opportunities, and hindering academic success. The absence of qualified teachers often results in increased reliance on substitute educators or larger class sizes, which disrupt the continuity of instruction and negatively affect students’ understanding of the material.

 

Moreover, schools facing teacher shortages may be forced to cancel advanced or specialized courses, such as higher-level mathematics or science, limiting students’ academic opportunities and preparation for higher education. Research also suggests that teacher shortages contribute to lower academic performance, as larger class sizes and less qualified instructors may struggle to meet the varied learning needs of students effectively.

 

On teachers

The decentralized structure of Estonia’s education system adds another layer of complexity. While schools and municipalities enjoy considerable autonomy, this flexibility has led to difficulties in resource distribution, long-term planning, and addressing the specific needs of individual schools. Local municipalities, in particular, often struggle to offer adequate support for teachers, which increases their stress and workload, further aggravating the teacher shortage. Although teacher training programs are theoretically robust, they often fall short in providing enough practical experience, leaving new educators unprepared for the challenges of classroom management and inclusive education. Consequently, many teachers either leave the profession early or decide against entering it altogether, intensifying the shortage.

 

On the Education System

 

The National Audit Office highlights that the shortage of adequately qualified teachers undermines the quality of general education. Their analysis reveals that in the context of teacher shortages, lessons in natural and exact sciences are often taught by teachers from other subjects or “career switchers.” While these teachers may hold the required master’s degree and teaching qualification, they often lack the specific training needed for the subjects they teach. The profession’s reputation has been further damaged by negative media portrayals and the increasing practice of employing unqualified individuals, making recruitment even more difficult.

 

Etonia’s Efforts to Address the Issue

 

 

Rethinking teacher schedules, Professional Learning, and Leadership

Estonia is actively reimagining the teaching profession, exploring innovative approaches to school organization that prioritize more flexible schedules for teachers, relevant professional development, and enhanced teacher leadership. These strategies align with calls for similar changes in the U.S. as well.

 

Diversifying the Teacher Pool

Estonia is working to diversify its teacher workforce by attracting individuals pursuing second careers and offering part-time positions for professionals from other fields.

 

Modernizing Teacher Education Programs

The reforms are extending beyond the classroom to teacher education, with preparation programs experimenting with “learn on the job” training and emphasizing the use of digital tools to improve learning and tailor education to students’ needs. Additionally, teacher education students are taking on new roles to assist classroom teachers while gaining valuable learning experiences from them.

 

Increasing Teacher Salaries

Like many other regions, Estonia analyzed teacher salaries and determined that stronger financial incentives were necessary to attract and retain educators. From 2016 to 2020, teacher salaries increased by approximately 40%, and this year, the Education Minister pledged to raise salaries to 120% of the average wage in Estonia by 2023. Additionally, new teachers are offered bonuses to take positions in underserved rural areas.

 

Conclusion

In conclusion, while Estonia’s education system continues to excel globally, the persistent teacher shortages pose a critical challenge to maintaining its high standards. The root causes, including aging educators, low salaries, societal perceptions, and burnout, demand immediate attention. The nation’s efforts to address these issues—through increased salaries, modernized teacher training, diversified recruitment, and innovative school organization—show promise, but more comprehensive strategies and sustained investment are necessary. Without a robust and well-supported teaching workforce, Estonia risks compromising the very foundation of its educational success and the future development of its students.

  

References

 

Arenguseire Keskus. “The Future for the Next Generation of Teachers: Trends and Scenarios up to 2040.” November 15, 2024. https://arenguseire.ee/en/reports/the-future-for-the-next-generation-of-teachers-trends-and-scenarios-up-to-2040/.

 

Estonian News. “Shortage of Qualified Teachers Is Greater in Estonia Than Previously Thought.” January 26, 2024. https://news.postimees.ee/7947387/shortage-of-qualified-teachers-is-greater-in-estonia-than-previously-thought.

 

European Commission. “National Reforms in School Education—Estonia.” Eurydice. Last updated March 29, 2023. https://eurydice.eacea.ec.europa.eu/national-education-systems/estonia/national-reforms-general-school-education.

 

Eva Toome. “PISA 2022: Estonia Consistently Among the World’s Best.” Education Estonia, September 10, 2024. https://www.educationestonia.org/estonias-pisa-2022-results-consistently-among-the-worlds-best/.

 

Gorard, Stephen, Mark Ledger, Beng Huat See, and Rebecca Morris. “What Are the Key Predictors of International Teacher Shortages?” Research Papers in Education, October 23, 2024, 1–28. https://doi.org/10.1080/02671522.2024.2414427.

 

Haridussilm. “Teachers.” Accessed January 11, 2025. https://www.haridussilm.ee/ee/tasemeharidus/haridustootajad/opetajad.

 

Ministry of Education and Research. “Haridus- ja Teadusministeeriumi 2022. aasta tulemusar-uande analüütiline lisa” [Analytical Annex to the Ministry of Education and Research Performance Report 2022]. 2022. https://www.hm.ee/sites/default/files/documents/2023-08/2022_TA_anal%C3%BC%C3%BCtiline_lisa.pdf.

 

NCEE. “How Estonia Is Addressing Its Teacher Shortage.” January 20, 2022. https://ncee.org/quick-read/how-estonia-is-addressing-its-teacher-shortage/.

 

OECD. TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals. Paris: OECD Publishing, 2020.

 

Educational Challenges in Cambodia

Educational Challenges in Cambodia

Written by Siti Hajar Auliannisa

Introduction

 

Cambodia’s education system has undergone a remarkable transformation thanks to considerable efforts by the Cambodian government and concerned stakeholders. In general education, there has been improvement across the sub-sector. For example, there have been efforts to improve the quality of teachers and school principals as well as educational infrastructure. In 2014, a major reform to the Grade 12 national examination was introduced to combat corruption and cheating during exams (Bredenberg, 2022). In 2016, another reform to general education was undertaken; that is, the introduction of a school improvement initiative known as the New Generation Schools. This important initiative aims to create a new model of public schools in Cambodia to improve the quality of general education (Bredenberg, 2022).

 

Cambodia’s education system: A brief historical account

 

According to McNamara and Hayden (2022), Cambodia has a tragic past. After a brief period of socioeconomic development following its independence from France in 1953, Cambodia plunged into political instability in the early 1970s, after which the country experienced one of the world’s worst tragedies in the 20th century, the Khmer Rouge. After the collapse of the Khmer Rouge regime (1975-1979) that killed one-quarter of the Cambodian population, Cambodia had to start from scratch to rebuild itself, including its education system (McNamara & Hayden, 2022).

 

During the genocide of the Khmer Rouge, Cambodia’s education system was completely dismantled. Educational infrastructure was destroyed or used for non-educational purposes, while teachers and other educated Cambodians were targeted for execution (Ayres, 2000). It was estimated that 75% of the teaching force died during the Khmer Rouge regime (Clayton, 1998). It was only in the early 1990s that Cambodia started to witness significant social and national development. Throughout the 2000s and 2010s, there have been a lot of improvements, particularly in quantitative aspects, in Cambodia’s education system. One of the significant achievements is the surge in student enrollment.

 

Cambodia’s education system: Current structure

 

Cambodia’s current education system is divided into four major streams: (a) pre-primary education or early childhood education, (b) general education, (c) technical and vocational education and training (TVET), and (d) higher education (Tao & Kao, 2023). Pre-primary education caters to children aged three to five and is provided at three distinct types of preschools: public, private, and community-based (Om, 2022). Following that, general education follows the 6+3+3 structure, comprising six years of primary education (Grades 1-6), three years of lower secondary education (Grades 7-9), and another three years of upper secondary education (Grades 10-12). A combination of primary and lower secondary education (Grades 1-9) constitutes the country’s compulsory basic education (UNESCO, 2008).

 

After finishing lower secondary education, students can either continue to regular upper secondary education or enroll in secondary-level TVET programs to qualify for TVET certificate types C1, C2, and C3 (Tao & Kao, 2023). Holders of TVET certificate type C3 can pursue advanced TVET programs: two years for a TVET diploma and four years for a bachelor’s degree in TVET-specific disciplines.

 

According to MoEYS (2023), over the past decade (2013-2022), there has been significant progress in terms of educational infrastructure development, student enrollment, and education access. For instance, the number of kindergarten and general education schools has increased from 14,852 in the 2013-2014 academic year to 18,830 in the 2022-2023 academic year. The number of HEIs has also increased from 110 in the 2013-2014 academic year to 132 in the 2021-2022 academic year. Likewise, the number of education staff has increased from 112,704 in 2013 to 125,597 in 2022.

 

 

Early Childhood Education

 

Early childhood education (ECE), which includes both early childhood care and preschool education, provides children with an essential foundation for success in life. About one-third of all Cambodians are below 15 years of age. In 2019, there were almost 1 million 3- to 5-year-olds (6.2% of the national population) in Cambodia.  Cambodia continues, however, to struggle with achieving the quantity and quality of ECE provision required to meet national needs. The quality of ECE programs in Cambodia relies heavily on having personnel with well-developed skills and knowledge. The problem is especially acute for community-based multilingual preschools, where a severe teacher shortage has significantly impaired expansion. It is also difficult to retain high-performing personnel because employment in the sector is not well-remunerated and lacks social status.

 

To date, ECE programs lack coherence and have not been systematically developed and implemented. Their implementation is subject to variations in socioeconomic conditions and the availability of resources across the country. Different models of ECE provision exist between public and private preschools and between community-based and home-based models. Programs delivered also vary according to particular geographic circumstances and social needs. In general, there is a lack of coherence in how different government levels participate in the management of preschools.

 

Quality of Educations

 

To measure student learning progress against the national curriculum, MoEYS conducts national assessments for grades 3, 6, 8 and 11 on a cyclical basis. To gain insight about performance against other countries, it also participates in the PISA-D survey process; and it has joined the Southeast Asia Primary Learning Metrics (SEA-PLM) initiative.

 

The relatively low performance in the national assessments is in line with findings from PISA-D and SEA-PLM sources. According to human capital index data on the years of schooling and quality of learning for students aged 18 years, Cambodian 18-year-old students had received around 9.5 years of schooling, which was lower than for all other ASEAN countries and Timor-Leste. According to PISA-D, only 8% of Cambodian children achieved a minimum level of reading proficiency; and only 10% achieved a minimum level of proficiency in mathematics .

 

 

Infrastructure and Facilities

 

One of the primary challenges that the Cambodian education system faces is the lack of adequate infrastructure. Many schools, particularly in rural areas, are bereft of basic facilities such as clean drinking water, electricity, and sanitation facilities. This is akin to the situation in several developing countries where rural areas often lag behind urban centres in terms of infrastructure development. Moreover, many schools are constructed from makeshift materials, making them susceptible to damage from natural disasters. This lack of sturdy, well-equipped school buildings can significantly impact the quality of education provided.

 

Alongside the infrastructural issues, there is also a severe shortage of resources. Many schools lack essential teaching aids like textbooks, computers, and other learning materials. This is somewhat reminiscent of the early days of the British education system, where resources were scarce and often outdated. Furthermore, the student to teacher ratio in many Cambodian schools is alarmingly high, leading to overcrowded classrooms and a lack of individual attention for students.

 

Teachers Shortages

 

Ministry of Education, Youth and Sport (2022) stated that key challenges facing Cambodia’s primary education included a shortage of teachers in remote areas and an oversupply of teachers in urban areas, a lack of teacher capacity building, limited quality of teachers, inadequate technological infrastructure, and a lack of materials for sanitation promotion. In secondary education, the challenges were the limited quality of teachers, inadequate opportunities for practical experiences, a lack of science teachers and facilities that support STEM subjects, and a lack of qualified staff or experts in English, ICT, health education, and architecture.

 

More than 60 percent of Cambodian children of lower-secondary-school age (12–14) were out of school in 2015, and 21 percent dropped out. Around 70 percent of sampled schools were short of classrooms. Teacher shortages were serious, and the majority of Cambodian teachers held low qualifications. As a result, student learning outcomes were low, with only eight percent of 15-year-old students reaching the minimum level of reading proficiency, as required by the Sustainable Development Goals, and just 10 percent achieving the minimum level of proficiency in mathematics, based on the PISA-D results in 2018.

 

Due to a lack of teachers and infrastructure, many public schools in Cambodia’s education system only operate for half-a-day morning or afternoon sessions. Many classes are overcrowded, and it is difficult for students to make substantial academic progress by attending just a few hours a day.

Socioeconomic Impact on Education

 

There has been a significant improvement in Cambodia’s student-to-teacher ratios over recent years, but classrooms remain relatively crowded. The situation is worse in rural areas, where classrooms are often overcrowded and school buildings are more dilapidated. There is also a large gap between rural and urban schools, estimated to be in the order of 10–15% points each year, in grade 6 completion rates. National assessment tests in 2016 indicated that while 62% of grade 6 students from urban areas were either proficient or advanced in Khmer language, only 35% of students from rural areas met this standard.

 

Students from better-off households were much more likely to have outperformed students from less well-off home backgrounds. As shown in Fig. 3.10, 60.6% of grade 6 students from the top quintile of family socioeconomic status were considered proficient or advanced in Khmer language, compared with only 24.4% from the bottom quintile of family socioeconomic status.

 

The gap was even more pronounced in mathematics. More than one-half (55.3%) of students from the top quintile for family socioeconomic status were proficient or advanced in mathematics, compared with less than one-quarter (23.1%) from the bottom quintile; and while 39.4% from the top quintile were below a basic level of proficiency in mathematics, the proportion for the lowest family socioeconomic status quintile was 73.1%.

Barriers between Public and Private School

 

Attendance at a public or private primary school was also strongly associated with different performance levels in the grade 6 Khmer language and mathematics tests. In the mathematics test, 67.4% of private school students obtained correct answers, whereas only 48.4% of public school students did so. In the Khmer language test, 52.1% of public school students achieved a satisfactory outcome, compared with 72.1% of private school students.

 

PISA-D survey results confirm the pattern. Fifteen-year-olds from private schools consistently outperformed their peers from public schools across the three areas of reading, mathematics and science. The performance difference was estimated to be equivalent to more than 2 years of schooling, meaning that, on average, the abilities of grade 6 students in public schools could just match the abilities of grade 4 students in private schools. However, private school education’s advantage was largely reduced after adjustment was made for family socioeconomic status. Students from better-off households were more highly represented at private than public schools

 

Conclusion

Cambodia’s education system has made significant strides since the end of the Khmer Rouge regime, but it still faces many challenges. These include teacher shortages, inadequate infrastructure, quality disparities between public and private schools, and significant socioeconomic inequalities. The government’s ongoing efforts to reform and improve education, including the New Generation Schools initiative and the introduction of national assessments, are steps in the right direction. However, addressing the fundamental challenges of teacher quality, infrastructure, and socioeconomic inequality will require sustained commitment and resources from both the government and international stakeholders.

References

  1. Bredenberg, Kurt. “Progress with Reforming Secondary Education in Cambodia.” In Education in the Asia-Pacific Region, 55–80, 2022. https://doi.org/10.1007/978-981-16-8213-1_4.
  2. Heng, Kimkong, and Bunhorn Doeur. “Realizing Cambodia’s Vision for a Knowledge-Based Society: Challenges and the Way Forward.” SSRN Electronic Journal, January 1, 2024. https://doi.org/10.2139/ssrn.4834212.
  3. John. “Challenges Faced By Cambodia’s Education System.” IPGCE @ UWE (blog), May 27, 2024. https://www.ipgce.com/challenges-faced-by-cambodias-education-system/.
  4. Ministry of Education, Youth, and Sport (MoEYS). Education Congress: The Education, Youth and Sport Performance in the Academic Year 2018-2019 and Goals for the Academic Year 2019-2020. MoEYS, 2020a.
  5. Ministry of Education, Youth, and Sport (MoEYS). Education Congress: The Education, Youth and Sport Performance in the Academic Year 2021-2022 and Goals for the Academic Year 2022-2023. MoEYS, 2023.
  6. Sloper, David. “Book Review: Education in Cambodia – From Year Zero Towards International Standards.” Journal of International Comparative Education 12, no. 2 (January 1, 2023): 123–24. https://doi.org/10.14425/jice.2023.12.2.0222.
  7. Tao, Nary, and Sovansophal Kao. “Overview of Education in Cambodia.” In Springer International Handbooks of Education, 1–26, 2023. https://doi.org/10.1007/978-981-16-8136-3_43-1.
  8. United Nations Children’s Fund (UNICEF). UNICEF in Cambodia Country Programme 2019-2023. RGC, 2019. https://www.unicef.org/cambodia/media/2361/file/CountryProgramme_OVERVIEW_25x25_2019_Final.pdf.
  9. United Nations Development Programme (UNDP). “Goal 4: Quality Education.” RGC, 2020. https://www.kh.undp.org/content/cambodia/en/home/sustainable-development-goals/goal-4-quality-education.html#target.

 

Educational Challenges in Mongolia (Hindi)

Educational Challenges in Mongolia (Hindi)

एक टिप्पणी छोड़ें

मंगोलिया में शैक्षिक चुनौतियां

ममता राव द्वारा अनुवादित

 

रूस और चीन के बीच स्थित, मंगोलिया हड़ताली विरोधाभासों का देश है। इसके विशाल मैदानों, ऊबड़-खाबड़ पहाड़ों और विशाल रेगिस्तानों ने लंबे समय से इसके लोगों की खानाबदोश जीवन शैली को आकार दिया है, जो अपनी आजीविका के लिए चरवाहों और कृषि पर निर्भर हैं। तेजी से शहरीकरण के बावजूद, मंगोलिया की लगभग एक-तिहाई आबादी खानाबदोश अस्तित्व में रहती है, बेहतर चरागाहों की तलाश में मौसम के साथ आगे बढ़ती है। जीवन का यह तरीका, जबकि सांस्कृतिक रूप से समृद्ध है, शिक्षा प्रणाली के लिए अद्वितीय चुनौतियां प्रस्तुत करता है।

उलानबटार जैसे शहरी केंद्रों में, आधुनिक स्कूल बढ़ती आबादी को पूरा करते हैं, लेकिन ग्रामीण क्षेत्रों में, खानाबदोश परिवारों के बच्चों को अक्सर बाधित स्कूली शिक्षा का सामना करना पड़ता है या कक्षाओं में भाग लेने के लिए लंबी दूरी की यात्रा करनी पड़ती है। मंगोलिया की अर्थव्यवस्था, जो अभी भी खनन और पशुधन पर बहुत अधिक निर्भर है, ने महत्वपूर्ण वृद्धि देखी है, फिर भी आय असमानता बनी हुई है। ये आर्थिक और भौगोलिक कारक शैक्षिक पहुंच और गुणवत्ता में व्यापक अंतर में योगदान करते हैं, खासकर दूरदराज के क्षेत्रों में रहने वाले लोगों के लिए।

मंगोलिया एक महत्वपूर्ण शैक्षिक चुनौती का सामना करता है: अपने सभी बच्चों के लिए गुणवत्तापूर्ण शिक्षा तक पहुंच सुनिश्चित करना। हालांकि सरकार ने स्कूल नामांकन बढ़ाने में प्रगति की है, लेकिन असमानता बनी हुई है, खासकर शहरी और ग्रामीण क्षेत्रों के बीच। दूरदराज के क्षेत्रों में कई बच्चों को अच्छी तरह से सुसज्जित स्कूलों, प्रशिक्षित शिक्षकों और आधुनिक शिक्षण संसाधनों तक पहुंच की कमी है।

मंगोलिया की शिक्षा प्रणाली सोवियत मॉडल से प्रभावित संरचना का अनुसरण करती है। इसमें 8 साल की उम्र से शुरू होने वाली चार साल की प्राथमिक शिक्षा शामिल है, इसके बाद चार साल के मिडिल स्कूल, जो दोनों अनिवार्य हैं। माध्यमिक शिक्षा दो से तीन साल तक चलती है, अक्सर ग्रामीण क्षेत्रों में स्कूलों की कमी के कारण ग्रामीण छात्रों को स्कूल जाने के लिए छात्रावासों में रहने की आवश्यकता होती है। व्यावसायिक शिक्षा उपलब्ध है लेकिन अविकसित है, और तृतीयक शिक्षा मंगोलिया के राष्ट्रीय विश्वविद्यालय जैसे संस्थानों द्वारा प्रदान की जाती है। चुनौतियों में भौगोलिक असमानताएं और ग्रामीण और व्यावसायिक शिक्षा के लिए सीमित संसाधन शामिल हैं।

  1. शिक्षा में भौगोलिक विभाजन

मंगोलिया के विशाल, कम आबादी वाले इलाके छात्रों की गुणवत्तापूर्ण शिक्षा तक पहुंच को महत्वपूर्ण रूप से प्रभावित करते हैं, विशेष रूप से ग्रामीण और खानाबदोश परिवारों से। यूनेस्को के अनुसार, मंगोलिया की लगभग 30% आबादी खानाबदोश या अर्ध-खानाबदोश है, और उनके निरंतर आंदोलन से बच्चों की शिक्षा बाधित होती है। ग्रामीण छात्रों को अक्सर बोर्डिंग स्कूलों तक पहुंचने के लिए 50 किमी से अधिक की यात्रा करनी पड़ती है, जहां संसाधन अक्सर अपर्याप्त होते हैं। कच्ची सड़कों सहित खराब बुनियादी ढांचा, विशेष रूप से कठोर सर्दियों के दौरान पहुंच को और सीमित कर देता है। ये बाधाएं कम नामांकन दर और शैक्षिक परिणामों में लगातार शहरी-ग्रामीण अंतर में योगदान करती हैं।

  1. शहरी और ग्रामीण स्कूलों के बीच गुण असमानता

मंगोलिया में, शहरी और ग्रामीण स्कूलों के बीच विभाजन स्पष्ट है, ग्रामीण छात्रों को गुणवत्तापूर्ण शिक्षा तक पहुंचने के लिए कई महत्वपूर्ण बाधाओं का सामना करना पड़ रहा है। प्रमुख मुद्दों में से एक दूरदराज के क्षेत्रों में शिक्षकों की कमी है। शहरी स्कूलों में, शिक्षक आमतौर पर अधिक योग्य और बेहतर समर्थित होते हैं, लेकिन ग्रामीण क्षेत्रों में, स्कूल अक्सर योग्य शिक्षकों को आकर्षित करने और बनाए रखने के लिए संघर्ष करते हैं। यह कारकों के संयोजन के कारण है, जिसमें ग्रामीण क्षेत्रों में कठोर रहने की स्थिति, कम वेतन और व्यावसायिक विकास के अवसरों की कमी शामिल है। नतीजतन, कई ग्रामीण स्कूलों में ऐसे शिक्षक होते हैं जो या तो अयोग्य होते हैं या उन विषयों में विशिष्ट नहीं होते हैं जो वे पढ़ाते हैं।

इसके अलावा, ग्रामीण क्षेत्रों में पाठ्यक्रम अक्सर पुराने होते हैं और आधुनिक शैक्षणिक प्रवृत्तियों या तेजी से वैश्वीकृत दुनिया में छात्रों की जरूरतों को प्रतिबिंबित करने में विफल होते हैं। दूसरी ओर, शहरी स्कूलों में अद्यतन शिक्षण सामग्री और शिक्षण रणनीतियों तक पहुंच होने की अधिक संभावना है। प्रौद्योगिकी पहुंच एक और महत्वपूर्ण मुद्दा है। ग्रामीण स्कूलों में अक्सर विश्वसनीय इंटरनेट एक्सेस और कंप्यूटर की कमी होती है, जो आधुनिक शिक्षा के लिए तेजी से आवश्यक हैं। इसके विपरीत, शहरी स्कूलों को आमतौर पर बेहतर तकनीकी बुनियादी ढांचे से लाभ होता है, जिससे छात्रों को डिजिटल सीखने के अधिक अवसर मिलते हैं।

इसके अतिरिक्त, शहरी प्रवास ने शहर के स्कूलों में भीड़भाड़ को बढ़ा दिया है, जिससे पहले से ही सीमित संसाधनों पर अतिरिक्त दबाव पड़ रहा है। जैसे-जैसे अधिक लोग बेहतर अवसरों की तलाश में शहरी क्षेत्रों में जाते हैं, उलानबटार जैसे शहरों में तेजी से जनसंख्या वृद्धि हो रही है, जिसके कारण कक्षाओं में भीड़भाड़ हो गई है। यह न केवल छात्रों को प्राप्त होने वाले व्यक्तिगत ध्यान की मात्रा को कम करके शिक्षा की गुणवत्ता को प्रभावित करता है, बल्कि स्कूल के बुनियादी ढांचे और शिक्षण कर्मचारियों पर भी दबाव डालता है, जबकि मंगोलिया में शहरी स्कूलों को आम तौर पर बेहतर संसाधनों और बुनियादी ढांचे से लाभ होता है, ग्रामीण स्कूलों को महत्वपूर्ण चुनौतियों का सामना करना पड़ता है, जिसमें शिक्षक की कमी, पुराना पाठ्यक्रम और प्रौद्योगिकी तक सीमित पहुंच शामिल है। इसी समय, शहरी प्रवास ने शहर के स्कूलों में भीड़भाड़ को तेज कर दिया है, शैक्षिक संसाधनों पर और दबाव डाला है और शिक्षा की गुणवत्ता को प्रभावित किया है। इन असमानताओं को दूर करने के लिए, ग्रामीण शिक्षा में लक्षित निवेश और शहरी स्कूली शिक्षा प्रणालियों में सुधार की आवश्यकता है।

  1. शिक्षा के लिए आर्थिक और सामाजिक बाधाएं

मंगोलिया में गरीबी गंभीर रूप से गुणवत्तापूर्ण शिक्षा तक पहुंच को सीमित करती है, क्योंकि कई परिवार आवश्यक स्कूल की आपूर्ति, वर्दी या फीस नहीं दे सकते हैं। मंगोलिया की लगभग 30% आबादी गरीबी रेखा से नीचे रहती है, और यह आर्थिक तनाव कई बच्चों को घरेलू काम में मदद करने या आय उत्पन्न करने के लिए स्कूल छोड़ने के लिए मजबूर करता है। ग्रामीण क्षेत्रों में, जहां संसाधन पहले से ही दुर्लभ हैं, यह मुद्दा अधिक स्पष्ट है, जिससे उच्च ड्रॉपआउट दर और गरीबी के चक्र को बनाए रखा जा रहा है। उचित शिक्षा के बिना, इन बच्चों के भविष्य के अवसर।

  1. सांस्कृतिक कारक और लैंगिक असमानताएं मंगोलिया में शिक्षा तक पहुंच को महत्वपूर्ण रूप से प्रभावित करती हैं, खासकर जातीय अल्पसंख्यकों और ग्रामीण आबादी के लिए। यूनिसेफ 2020 फैक्ट शीट में इस बात पर प्रकाश डाला गया है कि भौगोलिक अलगाव और भाषाई बाधाओं के कारण कज़ाख बच्चों के बीच प्रारंभिक बचपन शिक्षा (ईसीई) की उपस्थिति उल्लेखनीय रूप से कम है – 47-2 आयु वर्ग के लोगों के लिए 4% और 56 साल के बच्चों के लिए 5%। लैंगिक अपेक्षाएं भी असमानता में योगदान करती हैं, ग्रामीण क्षेत्रों में लड़कियां अक्सर शिक्षा पर घरेलू जिम्मेदारियों को प्राथमिकता देती हैं। ये चुनौतियां असमान पहुंच को बनाए रखती हैं और हाशिए के समूहों के लिए शैक्षिक परिणामों में बाधा डालती हैं।

 

सरकारी प्रयास और सीमाएं

मंगोलियाई सरकार ने विशेष रूप से खानाबदोश और ग्रामीण आबादी के लिए गुणवत्तापूर्ण शिक्षा तक पहुंच को संबोधित करने के लिए कई पहल लागू की हैं। एक महत्वपूर्ण पहल मोबाइल किंडरगार्टन की स्थापना है। खानाबदोश जीवन शैली के साथ संरेखित करने के लिए डिज़ाइन किए गए इन पोर्टेबल स्कूलों ने हजारों बच्चों को प्रारंभिक शिक्षा प्रदान की है, जिनके पास अन्यथा औपचारिक शिक्षा तक पहुंच नहीं होगी। यूनिसेफ और सेव द चिल्ड्रन जैसे संगठनों के साथ साझेदारी में शुरू किए गए, ये स्कूल बच्चों को मूलभूत कौशल विकसित करने और उच्च शिक्षा के स्तर के लिए तैयार करने की अनुमति देते हैं। 2012 तक, 2,600 से अधिक बच्चों को ऐसे कार्यक्रमों से लाभ हुआ, उनकी पहुंच बढ़ाने के लिए चल रहे प्रयासों के साथ।

इसके अतिरिक्त, छात्रवृत्ति और डिजिटल शिक्षा मंच पुराने छात्रों का समर्थन करने के लिए उभरे हैं, खासकर COVID-19 महामारी के दौरान। शैक्षिक निरंतरता बनाए रखने के लिए टेलीविजन और ऑनलाइन कक्षाओं सहित दूरस्थ शिक्षा कार्यक्रम शुरू किए गए थे। उनकी क्षमता के बावजूद, इन समाधानों को चुनौतियों का सामना करना पड़ता है, जैसे कि सीमित इंटरनेट पहुंच और ग्रामीण क्षेत्रों में तकनीकी बुनियादी ढांचे।

  1. हालांकि, वित्त पोषण और नीति कार्यान्वयन में अंतराल बना रहता है। कई शैक्षिक पहल अंतरराष्ट्रीय सहायता और साझेदारी पर बहुत अधिक निर्भर करती हैं, जैसे कि यूनिसेफ और एशियाई विकास बैंक से योगदान। हालांकि इन प्रयासों ने पहुंच और गुणवत्ता को सकारात्मक रूप से प्रभावित किया है, वे स्थायी, सरकार के नेतृत्व वाले सुधारों की आवश्यकता पर बल देते हुए बाहरी समर्थन पर निर्भरता को उजागर करते हैं। मंगोलिया की शिक्षा प्रणाली में अंतराल को पाटने के लिए स्थानीय शिक्षा निधि को मजबूत करना, शिक्षक प्रशिक्षण को बढ़ाना और डिजिटल बुनियादी ढांचे में सुधार करना महत्वपूर्ण कदम हैं।

 

अंतराल को पाटने में प्रौद्योगिकी की भूमिका

मंगोलिया ने डिजिटल विभाजन को पाटने और दूरदराज के क्षेत्रों में छात्रों के लिए शिक्षा तक पहुंच में सुधार के लिए अभिनव समाधानों को अपनाया है। “डिजिटल एडवेंचर” जैसे ई-लर्निंग प्लेटफॉर्म इंटरैक्टिव पाठ, गेम और क्विज़ प्रदान करते हैं, जिससे अलग-अलग क्षेत्रों में बच्चों को स्वतंत्र रूप से सीखने में मदद मिलती है। ये मंच महत्वपूर्ण शैक्षिक सहायता प्रदान करते हैं, विशेष रूप से कठोर सर्दियों या COVID-19 महामारी जैसे व्यवधानों के दौरान। इसके अतिरिक्त, ग्रामीण क्षेत्रों में बिजली की कमी को दूर करने के लिए सौर ऊर्जा से चलने वाले उपकरणों को पेश किया गया है। सौर पैनलों और पोर्टेबल जनरेटर के साथ खानाबदोश परिवारों को लैस करके, छात्र उपकरणों को चार्ज कर सकते हैं और ऑनलाइन और ऑफलाइन दोनों पाठों तक पहुंच सकते हैं, स्थान की परवाह किए बिना निरंतर सीखने को सुनिश्चित कर सकते हैं।

  1. हालांकि, इन डिजिटल समाधानों को बढ़ाना चुनौतियों से भरा है। इंटरनेट कनेक्टिविटी एक महत्वपूर्ण बाधा बनी हुई है, क्योंकि ग्रामीण परिवारों के केवल एक छोटे प्रतिशत के पास इंटरनेट तक विश्वसनीय पहुंच है। बुनियादी ढांचे की सीमाएं स्थिति को और जटिल बनाती हैं, स्कूलों और घरों में अक्सर ई-लर्निंग का समर्थन करने के लिए आवश्यक तकनीक की कमी होती है। कई कम आय वाले परिवारों के लिए, उपकरणों और कनेक्टिविटी की अत्यधिक लागत एक अतिरिक्त बाधा है, जिससे डिजिटल शिक्षा पहल में भाग लेना मुश्किल हो जाता है। इन मुद्दों को जटिल बनाना दूरदराज के क्षेत्रों में छात्रों और शिक्षकों दोनों के बीच डिजिटल साक्षरता की कमी है, जो लक्षित प्रशिक्षण और संसाधनों की आवश्यकता पर प्रकाश डालता है।

इन नवाचारों की क्षमता का पूरी तरह से एहसास करने के लिए, मंगोलिया को ग्रामीण बुनियादी ढांचे के विस्तार, इंटरनेट कनेक्टिविटी में सुधार और शिक्षकों और परिवारों के लिए वित्तीय और प्रशिक्षण सहायता प्रदान करने में निवेश करना चाहिए। इन चुनौतियों का समाधान करके, देश यह सुनिश्चित कर सकता है कि सभी बच्चों को, उनकी भौगोलिक स्थिति की परवाह किए बिना, डिजिटल शिक्षा से लाभ उठाने के समान अवसर हों।

 

समाप्ति

अपने सभी बच्चों के लिए गुणवत्तापूर्ण शिक्षा तक पहुंच सुनिश्चित करने की दिशा में मंगोलिया की यात्रा महत्वपूर्ण प्रगति और लगातार चुनौतियों दोनों को दर्शाती है। भौगोलिक अलगाव, संसाधन असमानताएं और आर्थिक बाधाएं शिक्षा प्रणाली में बाधा बनी हुई हैं, खासकर ग्रामीण और खानाबदोश समुदायों के लिए। जबकि मोबाइल किंडरगार्टन, छात्रवृत्ति और ई-लर्निंग प्लेटफॉर्म जैसी पहलों ने आशा और अवसर प्रदान किए हैं, धन, बुनियादी ढांचे और डिजिटल पहुंच में अंतराल चिंता का विषय बना हुआ है।

इन मुद्दों को हल करने के लिए, मंगोलिया को ग्रामीण शिक्षा में स्थायी निवेश को प्राथमिकता देनी चाहिए, शिक्षक प्रशिक्षण बढ़ाना चाहिए और कम सेवा वाले क्षेत्रों में डिजिटल कनेक्टिविटी का विस्तार करना चाहिए। अंतरराष्ट्रीय संगठनों के साथ सहयोग और नवीन प्रौद्योगिकियों का लाभ उठाने से शहरी-ग्रामीण विभाजन को और कम किया जा सकता है। अंततः, गुणवत्तापूर्ण शिक्षा तक समान पहुंच प्रदान करना न केवल एक विकासात्मक लक्ष्य है, बल्कि मंगोलिया के सामाजिक और आर्थिक भविष्य के लिए एक महत्वपूर्ण आधार है। जैसा कि देश इन बाधाओं को दूर करने के लिए काम करता है, यह एक शक्तिशाली प्रतिबद्धता की पुष्टि करता है: यह सुनिश्चित करना कि हर बच्चा, चाहे वे कहीं भी रहते हों, कामयाब हो सकें और एक उज्जवल, अधिक समावेशी कल में योगदान कर सकें।

मंगोलियाई घोड़ों की तस्वीर और मंगोलिया का झंडा रयान ब्रुकलिन द्वारा Unsplash पर

 

संदर्भ :

ग्रेसफो, एंटोनियो। “मंगोलिया में गरीबी और शैक्षिक पहुंच। लिंक्डइन पल्स। अंतिम बार 3 मई 2016 को संशोधित। https://www.linkedin.com/pulse/poverty-educational-access-mongolia-antonio-graceffo-phd-china-mba#:~:text=A%20lack%20of%20government%20income,problems%20together%20exacerbate%20the%20problem।

विद्वान। “मंगोलिया शिक्षा प्रणाली। 28 नवंबर, 2024 को एक्सेस किया गया। https://www.scholaro.com/db/countries/Mongolia/Education-System।

बोर्गन परियोजना। “ग्रामीण मंगोलिया में शिक्षा। अंतिम बार 19 अगस्त, 2021 को संशोधित किया गया। https://borgenproject.org/education-in-rural-mongolia/#:~:text=According%20to%20a%20UNICEF%20fact,between%20rural%20and%20urban%20schools।

यूएनडीपी। “मंगोलिया में डिजिटल डिवाइड को पाटना,” एनडी https://www.undp.org/mongolia/blog/bridging-digital-divide-mongolia।

यूनेस्को। मंगोलिया: शिक्षा नीति की समीक्षा- शिक्षा 2030 का मार्ग प्रशस्त करना। 28 नवंबर, 2024 को एक्सेस किया गया। https://unesdoc.unesco.org/ark:/48223/pf0000266056।

यूनिसेफ़। MICS-EAGLE एजुकेशन फैक्ट शीट्स: मंगोलिया 2020। न्यूयॉर्क: यूनिसेफ, 2020। https://data.unicef.org/wp-content/uploads/2021/11/MICS-EAGLE_Education_Fact-sheets_2020_Mongolia.pdf।

यूनिसेफ, मंगोलिया। “शिक्षा में सुधार का समय: एक उज्जवल भविष्य के लिए मंगोलिया का मार्ग। यूनिसेफ़। अंतिम बार 21 मार्च, 2023 को संशोधित। https://www.unicef.org/mongolia/stories/time-revamp-education-mongolias-path-brighter-future।

 

(Spanish) Edu Challenges in USA

Escrito por Dimitrios Chasouras y Jimena Villot López

 

Introducción

Los Estados Unidos de América es uno de los países más ricos del mundo, con un PIB de 25 billones de dólares en 2022.i Sin embargo, en 2020, el gasto en educación fue del 12,7 % del gasto total del gobierno ese año.ii Esta asignación presupuestaria refleja el sistema de financiación de las escuelas en EE.UU., donde el apoyo financiero se divide entre los ingresos del gobierno y los recursos locales, lo que vincula los presupuestos escolares a sus respectivos distritos. Este modelo de financiación crea una gran brecha en las oportunidades educativas disponibles para los estudiantes. Las escuelas en áreas más ricas, con bajos porcentajes de pobreza, se benefician de un gasto significativamente mayor por estudiante, en contraste con aquellas en zonas económicamente desfavorecidas, que cuentan con presupuestos más bajos. Los efectos de esta brecha en la educación son cada vez más evidentes en la vida y el rendimiento académico de los estudiantes.

Otro problema abordado en este artículo es la constante presencia de casos de violencia armada en las escuelas, que constituye otro de los mayores desafíos a los que se enfrentan las instituciones educativas en Estados Unidos. La combinación de limitaciones de recursos y preocupaciones de seguridad provocadas por la violencia armada representa una amenaza multifacética para el bienestar y la seguridad de los estudiantes en todo el país. Ambos problemas se tratarán por separado, abordando las complejidades que los rodean, junto con posibles medidas para solucionarlos, o al menos intentarlo. Es importante recordar que la educación es vital en el desarrollo de un niño y, por lo tanto, es fundamental que estos problemas se tomen en serio. Además, es necesaria la atención por parte del gobierno y de las autoridades locales para implementar estrategias integrales (como planes financieros, medidas de seguridad y apoyo en salud mental) que garanticen la seguridad y el bienestar de todos los estudiantes, independientemente de su origen socioeconómico o étnico.

 

Violencia armada y consecuencias en las escuelas

Con aproximadamente el 50 % de los hogares estadounidenses teniendo al menos un arma de fuego registrada y un aumento exponencial en la fabricación de armas,iii los incidentes de violencia armada han aumentado drásticamente en los últimos años, tanto en los hogares como en espacios públicos, incluidas las escuelas. Los incidentes incluyen suicidios, agresiones y tiroteos escolares, lo que ha convertido a las armas de fuego en la principal causa de muerte entre niños y adolescentes. El 76 % de los tiroteos escolares han sido perpetrados por estudiantes que obtuvieron armas de sus propios hogares o de familiares.iv En comparación con otros países de altos ingresos, los niños de entre 5 y 14 años tienen 21 veces más probabilidades de recibir un disparo, mientras que los adolescentes de entre 15 y 24 años tienen 23 veces más probabilidades.v Además, alrededor de 4,000 niños y adolescentes (de entre 0 y 19 años) son asesinados cada año por armas de fuego, mientras que 15,000 resultan heridos, lo que equivale a un promedio de 53 niños heridos por día. Estas estadísticas evidencian un problema grave que afecta la vida cotidiana tanto de adultos como de menores en los Estados Unidos. Los sobrevivientes de la violencia armada deben enfrentarse a una multitud de problemas psicológicos y mentales, como el miedo a la muerte y el trastorno de estrés postraumático (TEPT),vi lo cual puede llevar a comportamientos violentos y al abuso de drogas o alcohol.

Para combatir la violencia armada en los centros escolares, algunos estados han aprobado leyes que permiten, e incluso obligan, la posesión autorizada de armas en el campus.vii Las escuelas, colegios y universidades aún tienen la decisión final sobre las políticas de seguridad con armas (por ejemplo, la posesión de armas por parte del personal escolar), pero debido al aumento de incidentes, las legislaturas estatales continúan promoviendo dichas políticas. La mayoría de los intentos por reducir los tiroteos escolares han sido reacciones posteriores, como campañas gráficas llamativas, mentoría de adultos y compañeros, entre otros.viii De todas las opciones, las soluciones basadas en la comunidad son las más sugeridas, ya que tienden a adaptarse mejor a los problemas específicos que enfrenta cada estado, escuela o distrito. Desafortunadamente, ciertos distritos no pueden aplicar tales programas debido a la falta de fondos.

Los resultados de las políticas y programas mencionados no han logrado grandes cambios en la frecuencia de los incidentes con armas, y la mayoría de los estudiantes se sienten cada vez más amenazados e intimidados.ix Las escuelas que han implementado programas de seguridad armada, han autorizado la posesión de armas o han incrementado la presencia de las fuerzas del orden han asumido costos financieros adicionales que no pueden cubrir. Al mismo tiempo, los estudiantes que participan en simulacros de tiroteos experimentan mayores niveles de depresión, estrés, ansiedad y miedo a morir.

Algunos investigadores sugieren que leyes de armas más estrictas tienen efectos contrarios a los esperados, como una disminución en la probabilidad de faltar a clases por miedo, portar un arma en el campus o resultar herido.x

Los desafíos derivados de la violencia armada y las soluciones propuestas afectan de forma desproporcionada a los estudiantes según su origen étnico.xi En particular, los adolescentes negros tienen 17 veces más probabilidades de morir por homicidio y 13 veces más probabilidades de ser hospitalizados por agresión con arma de fuego en comparación con adolescentes blancos; mientras que los jóvenes latinos tienen 2,7 veces más probabilidades de morir por homicidio.xii Estas estadísticas se mantienen incluso dentro de los mismos estados y ciudades, lo que crea desafíos desiguales entre estudiantes. Las decisiones políticas existentes y la falta de inversión en ciertas zonas urbanas han dejado a las comunidades afroamericanas y latinas con dificultades para implementar programas o brindar apoyo a las víctimas debido a la falta de recursos, pobreza y desempleo, lo que ha provocado un aumento de la violencia armada en los últimos años.xiii

El gráfico proviene de CDC, Wonder.

 

Incluso cuando se implementan leyes de seguridad armada, los estudiantes afroamericanos tienden a sentirse más amenazados por la presencia de armas y fuerzas de seguridad en el campus en comparación con otros grupos. xiv Por otro lado, los estudiantes blancos, aunque tienen menos probabilidades de morir por violencia armada, corren un mayor riesgo de suicidio cuando hay armas presentes en su hogar y/o escuela. Evidentemente, la violencia armada plantea desafíos significativos para estudiantes en todo Estados Unidos, aunque las comunidades y grupos étnicos experimentan distintos tipos y niveles de amenaza. Esto ha afectado el rendimiento escolar general en términos de asistencia, notas, tasas de graduación, sensación de seguridad y percepción del riesgo.

Consecuencias de la falta de financiación en el proceso de aprendizaje

Manifestación de profesores por la financiación de la educación en Los Ángeles. Foto de LaTerrian McIntosh en Unsplash.

 

Desde el siglo XIX, las escuelas públicas en Estados Unidos han sido financiadas principalmente por fuentes locales y estatales, siendo los impuestos a la propiedad la fuente principal de financiación local.xv Esto significa que el dinero utilizado para financiar una escuela en un determinado distrito proviene de los impuestos a la propiedad pagados por los propietarios de viviendas en ese mismo distrito. La ventaja de este modelo es que garantiza un control local, lo que permite asignar el presupuesto según las necesidades y prioridades específicas de cada comunidad escolar. Sin embargo, también conlleva desventajas significativas.

La financiación de la educación depende en gran medida de los impuestos a la propiedad, lo que genera desigualdades entre escuelas en zonas ricas y en zonas desfavorecidas. Este modelo ha dejado a muchas escuelas luchando por proporcionar los recursos y oportunidades que los estudiantes necesitan. Las escuelas en vecindarios acomodados, o incluso aquellas con menos estudiantes de bajos ingresos, reciben significativamente más financiación por estudiante que las que se encuentran en zonas con altos índices de pobreza. Por ejemplo, en 2020 en Illinois, la Escuela Primaria Golfview atendía a 550 estudiantes, de los cuales el 86 % eran considerados de bajos ingresos. Por otro lado, la Escuela Primaria Algonquin Lakes tenía 425 estudiantes, con menos del 50 % considerados de bajos ingresos, y Algonquin recibía más de 2.000 dólares más por estudiante cada año que Golfview.xvi Esto implica que las necesidades educativas de los niños en Algonquin tienen más probabilidades de ser satisfechas, mientras que los estudiantes de Golfview quedan en desventaja.

Otra de las consecuencias de las desigualdades en la financiación es la escasa remuneración que reciben los educadores. Para llegar a fin de mes, muchos docentes se ven obligados a trabajar en varios empleos. La demanda de un salario digno es cada vez mayor, ya que los educadores comprometidos necesitan poder dedicar toda su energía a su trabajo en lugar de preocuparse por su estabilidad financiera. Esto va más allá de una compensación justa: también afecta la calidad de la enseñanza.

La escasez de maestros está agravando los problemas en las escuelas públicas. Las escuelas con más recursos económicos, con estudiantes provenientes de familias de altos ingresos, tienden a contratar maestros más experimentados y calificados, lo cual también implica costos más elevados. Desde la pandemia, muchas escuelas han tenido dificultades para contratar maestros calificados, y la mayoría de las escuelas en zonas de bajos ingresos no pueden ofrecer salarios competitivos. Esto ha reducido drásticamente el número de postulantes para cubrir los puestos vacantes.xvii Como respuesta, algunos estados han comenzado a flexibilizar los requisitos de acreditación, permitiendo que personas sin certificación docente ocupen estas vacantes, lo que afecta directamente la calidad de la educación. Christopher Blair, exsuperintendente del condado de Bullock, Alabama, afirmó en 2022 que “cuando tienes maestros no certificados, de emergencia o sin experiencia, los estudiantes están en aulas donde no recibirán el nivel de rigor ni las experiencias de aprendizaje necesarias.”xviii

Las consecuencias de esta escasez también se reflejan en aulas superpobladas, lo que dificulta que los maestros ofrezcan atención individualizada y apoyo a cada estudiante. En 2022, CNN visitó una escuela en las afueras de Phoenix donde una maestra informó que tenía más de 70 estudiantes en su clase de biología.xix Esto afecta tanto a los estudiantes, que no reciben atención personalizada, como al profesorado, que sufre de estrés y agotamiento por manejar grupos tan grandes. Además, el uso de libros de texto desactualizados y la escasez de materiales escolares siguen siendo problemas comunes en escuelas con financiación insuficiente.

Como se ha analizado, el modelo de financiación de las escuelas públicas ha generado una división profunda en la calidad de la educación que reciben los estudiantes en todo el país. Si bien ofrece ventajas como el control local y una fuente de ingresos constante, las desventajas son más pronunciadas. Las escuelas en zonas más acomodadas o con menos estudiantes de bajos ingresos reciben significativamente más financiación por estudiante que aquellas en zonas empobrecidas, lo que resulta en un acceso desigual a recursos y oportunidades, perpetuando así las desigualdades educativas.

Otro problema grave vinculado a la falta de financiación es la escasa compensación de los docentes, que deben buscar empleos adicionales y tienen menos posibilidades de enfocarse completamente en su labor educativa. Esto reduce el número de maestros experimentados dispuestos a trabajar en zonas de alta pobreza y empeora la calidad de la enseñanza en esas comunidades. A esto se suman las aulas superpobladas, los libros obsoletos y los materiales insuficientes, que en conjunto representan un desafío serio para el sistema educativo público en Estados Unidos. Cerrar la brecha de financiación y abordar la escasez de docentes son pasos esenciales para garantizar que cada niño, independientemente de su contexto socioeconómico, tenga acceso a una educación de calidad.

De hecho, aunque se ha debatido el valor de aumentar la financiación educativa, investigaciones recientes indican que, cuando los fondos se destinan a escuelas de alta pobreza y se utilizan adecuadamente (por ejemplo, para contratar maestros experimentados, trabajadores sociales o para programas de apoyo académico), pueden tener un gran impacto en el éxito estudiantil.xx

Conclusión

Puede considerarse que la violencia armada y las disparidades en la financiación escolar son problemas interrelacionados que obstaculizan la educación de los estudiantes por diversas razones. En primer lugar, cuando las escuelas no cuentan con el presupuesto necesario para contratar al personal requerido, como docentes, también implica que no pueden costear personal de seguridad para controlar quién entra y sale del recinto. Además, esto también afecta la contratación de trabajadores sociales, psicólogos escolares y personal especializado en brindar apoyo emocional a los estudiantes tras situaciones peligrosas que puedan ocurrir.

Como se discutió en la primera sección, una de las propuestas para proteger a las escuelas de la violencia armada ha sido armar a los docentes en caso de emergencia. Esta medida puede ser perjudicial por varias razones: podría generar un entorno inseguro para los niños y, al mismo tiempo, desincentivar a los maestros a trabajar en centros educativos donde se les exija portar armas para su protección.

Esto también está vinculado con la división distrital, ya que los factores comunitarios y socioeconómicos pueden afectar indirectamente la seguridad en las escuelas. Los centros educativos ubicados en distritos o vecindarios económicamente desfavorecidos enfrentan desafíos adicionales, como mayores tasas de criminalidad y exposición a la violencia comunitaria.

Es importante destacar que la financiación educativa y la distribución de recursos desempeñan un papel en la mejora de la seguridad escolar y la prevención de la violencia armada; sin embargo, esto representa solo una parte de la solución. Algunas estrategias adicionales para prevenir la violencia con armas incluyen el fortalecimiento del apoyo a la salud mental mediante consejeros escolares, esfuerzos contra el acoso escolar y la participación activa de la comunidad. A nivel local o regional, los líderes distritales y políticos también deben abordar los factores subyacentes que pueden llevar a una persona a recurrir a la violencia y adoptar medidas responsables de control de armas.

La educación es uno de los pilares más importantes en el desarrollo de un niño, y cualquier medida que la obstaculice o limite debe ser enfrentada con seriedad. Garantizar un entorno escolar seguro y protegido es un reto complejo que requiere un compromiso firme a nivel nacional.

 

Referencias

  1. World Bank Data (2023) GDP (current US$) – United States. The World Bank. https://data.worldbank.org/indicator/NY.GDP.MKTP.CD?locations=US
  2. World Bank Data (2023) United States. The World Bank. https://data.worldbank.org/country/united-states iii Mitchell, T. (June 2017). The demographics of gun ownership in the U.S. Pew Research Center. https://www.pewresearch.org/social-trends/2017/06/22/the-demographics-of-gunownership/
  3. Everytown for Gun Safety Support Fund. (July 2023). How can we prevent gun violence in American schools? Everytown Research & Policy. https://everytownresearch.org/report/how-can-we-preventgun-violence-in-schools/
  4. Everytown for Gun Safety Support Fund. (May 2019). The impact of gun violence on children and teens. Everytown Research & Policy. https://everytownresearch.org/report/the-impact-of-gunviolence-on-children-and-teens/
  5. ibid.
  6. RAND. (2020, April). The effects of laws allowing armed staff in K–12 schools. RAND

Corporation. https://www.rand.org/research/gun-policy/analysis/laws-allowing-armed-staff-in-K12schools.html

  1. OJJDP. (n.d.). Section VII: Education Initiatives and Alternative Prevention Strategies. (Office of

Juvenile Justice and Delinquency Prevention

Report) https://ojjdp.ojp.gov/sites/g/files/xyckuh176/files/pubs/gun_violence/sect07.html

  1. Everytown for Gun Safety Support Fund. (2020, December). The danger of guns on campus. Everytown Research & Policy. https://everytownresearch.org/report/guns-on-campus/
  2. Everytown for Gun Safety Support Fund. (May 2019). The impact of gun violence on children and teens. Everytown Research & Policy. https://everytownresearch.org/report/the-impact-of-gunviolence-on-children-and-teens/
  3. Everytown for Gun Safety Support Fund. (July 2023). How can we prevent gun violence in American schools? Everytown Research & Policy. https://everytownresearch.org/report/how-can-we-preventgun-violence-in-schools/
  4. Everytown for Gun Safety Support Fund. (May 2019). The impact of gun violence on children and teens. Everytown Research & Policy. https://everytownresearch.org/report/the-impact-of-gunviolence-on-children-and-teens/
  5. ibid.
  6. Everytown for Gun Safety Support Fund. (2020, December). The danger of guns on campus. Everytown Research & Policy. https://everytownresearch.org/report/guns-on-campus/

xvFindLaw Team (June 2016) Education Funding: State and Local Sources.

FindLaw. https://www/findlaw.com/education/curriculum-standards-school-funding.com

  1. Mathewson T.G (October 2020) New data: Even within the same district, some wealthy schools get millions more than poor ones (The Hechinger Report). https://hechingerreport.org/new-data-evenwithin-the-same-district-some-wealthy-schools-get-millions-more-than-poor-ones/
  2. Richman, T & Crain, T.P (October 2022) Uncertified teachers filling holes in schools across the South (The Hechinger Report). https://hechingerreport.org/uncertified-teachers-filling-holes-inschools-across-the-south/
  3. Lurye, S & Griesbach, R (September 2022) Teacher shortages are real, but not for the reason you heard (The Hechinger Report). https://hechingerreport.org/teacher-shortages-are-real-but-not-forthe-reason-you-heard/
  4. Wolf, Z.B (September 2022) Crises converge on American Education (CNN

Politics). https://edition.cnn.com/2022/09/01/politics/us-education-schools-crisis-whatmatters/index.html

xxMathewson T.G (October 2020) New data: Even within the same district, some wealthy schools get millions more than poor ones (The Hechinger Report). https://hechingerreport.org/new-data-evenwithin-the-same-district-some-wealthy-schools-get-millions-more-than-poor-ones/

 

 

 

 

(Hungarian) Educational challenges in Romania

Oktatási kihívások Romániában 2022

 

Írta: Gyaraki Réka

Fordította: Kató Csengele

(headline)Bevezetés

 

A romániai oktatási rendszer az elmúlt évtizedekben sokat fejlődött, azonban még mindig számos nehézséggel kell szembenéznie annak érdekében, hogy minden ember számára biztosítsa az oktatáshoz való jogot. A Human Rights Measurement Initiative szerint Románia a nemzeti jövedelméből csak 65%-át hasznalja mikor az oktatáshoz való jogról van szó.[1] Románia az európai országok között az utolsó helyen áll. Ez az esszé a romániai oktatás főbb problémáit vizsgálja, négy fő kategóriába sorolva: az oktatáshoz való hozzáférés, az oktatás minősége, az oktatásban tapasztalható diszkrimináció és erőszak, valamint a Covid-19 világjárvány hatása az oktatásra.

 

(headline) Az oktatáshoz való hozzáférés

 

A marginalizált közösségek és kisebbségek nehézségekbe ütköznek az oktatáshoz való joguk gyakorlása során Romániában. Különösen a magyar és roma gyermekek, a fogyatékkal élő, vidéki és szegény gyermekek, a menekültek és az anyakönyvi kivonattal nem rendelkező gyermekek a legkiszolgáltatottabbak, akik gyakran kimaradnak az oktatásból, vagy a társadalom többi részéhez képest kevésbé férnek hozzá.

 

A magyarok a legnagyobb kisebbségi csoport Romániában, és bár a kisebbségi nyelvoktatást a törvény lehetővé teszi a magyar diákok számára, a tanárhiány miatt gyakran nem jutnak hozzá. Ráadásul a magyar kultúráról, történelemről és nyelvről szóló órák a román tanterv mellett vannak, amelyet minden diáknak követnie kell, ami a kisebbségi gyerekek számára nagyobb óraszámot, nagyobb munkaterhelést és ezáltal az esélyegyenlőség hiányát eredményezi[2].

 

A romániai romák 70%-a szegénységben él a Világbank (World Bank) adatai szerint[3]. A szegénység korlátozza az oktatáshoz való hozzáférésüket, mivel a roma gyermekek beiskolázási aránya alacsonyabb, az iskolaelhagyás arány magasabb, és az írástudatlansági arányuk tízszer magasabb, mint a többi romániai diáké[4].

 

A vidéki területeken a gyermekek 16%-a (7-10 éves korosztály) és 25%-a (11-14 éves korosztály) nem vesz részt az általános iskolai oktatásban, míg ezek az arányok a városi területeken lényegesen alacsonyabbak, 9%, illetve 6%[5]. Ennek fő oka a vidéki területeken az oktatási intézmények hiánya és a legközelebbi iskolába való eljutáshoz szükséges infrastruktúra elégtelensége.

 

A fogyatékkal élő gyermekek Romániában is nehézségekbe ütköznek az oktatáshoz való hozzáférés terén. A fogyatékkal élő gyermekek 40%-a szegregált iskolákban tanul, vagy egyáltalán nem vesz részt az oktatásban, míg a középiskoláknak csak 21%-a rendelkezik akadálymentesített rámpákkal[6].

 

A 2019-2020 közötti évben Románia új jogi keretet fogadott el a menekültek és migránsok integrációjának fokozása érdekében. A külföldi gyermekek beiratkozása azonban továbbra is kihívást jelent, mivel az eljárás rendszeresen elhúzódik, és a román nyelvű oktatás a létszámhiány miatt nehezen hozzáférhető[7]. Továbbá a migráns gyermekeket gyakran koruknál alacsonyabb osztályokba íratják be a nyelvtudásuk hiánya miatt. Migrans gyerekek pszichológiai problémákkal is küzdenek a hazájuk elhagyása miatt, és nem kapnak pszichológiai tanácsadást vagy támogatást[8].

 

Roma gyermekek az iskolában Romániában

Forrás: https://www.globalgiving.org/projects/break-poverty-cycle-of-roma-children-in-romania/

 

Romániában kötelező a születési anyakönyvezés, viszont sok gyermek még mindig nem rendelkezik ezekkel a hivatalos dokumentumokkal, ami megakadályozza őket abban, hogy hozzáférjenek az olyan közszolgáltatásokhoz, mint az oktatás, és ezáltal hátrányos helyzetbe kerülnek[9].

 

 

Az oktatás minősége

 

Bár 2021-ben a 15 év felettiek általános írástudási aránya Romániában 99% volt, egy 2022-es országos írástudási tanulmány szerint az 1-8. osztályos romániai diákok 42%-a funkcionális analfabéta, ami azt jelenti, hogy képes szavakat és szövegeket olvasni, de az információk értelmezése nehézségekbe ütközik[10].

 

Az iskolaelhagyás arány az összes uniós ország közül Romániában a legmagasabb, 2021-ben több mint 15%[11]. A román oktatási minisztérium kidolgozta az iskolaelhagyás csökkentésére irányuló nemzeti programot, hogy az oktatási költségek fedezésével csökkentse ezt az arányt. Ennek a stratégiának az a hiányossága, hogy pénzügyi eszközökkel próbálja csökkenteni az iskolaelhagyás arányokat, és ezáltal figyelmen kívül hagyja a terhesség, a gyermekházasság, a fogyatékosság és más szociális-kulturális és egészségügyi okok miatti iskolaelhagyás, amelyet nem lehet pusztán pénzügyi eszközökkel kezelni.

 

A romániai iskolákban riasztóan rosszak az egészségügyi feltételek. Az iskoláknak csak 72%-a rendelkezett alapvető ivóvízzel és higiéniai szolgáltatásokkal 2021-ben, ami a legalacsonyabb arány Európában[12]. 2018-ban több ezer iskolában hiányzott az egészségügyi és tűzvédelmi engedély[13]. Az oktatás minőségének és sikerességének biztosításához, valamint az iskolaelhagyás arányok csökkentéséhez elengedhetetlen a zavartalan és jól felszerelt oktatási környezet.

 

Romániában sok iskolában nincs ivóvíz és WC

Forrás: https://www.unicef.org/romania/press-releases/billions-people-will-lack-access-safe-watersanitation-and-hygiene-2030-unless

 

A román diákok átlagosan 50 ponttal az OECD-átlag alatt teljesítettek a 2018-as PISA-teszt mindhárom kategóriában (olvasás, matematika, természettudományok)[14]. Úgy tűnik, hogy a társadalmi-gazdasági státusz jelentős előrejelzője az olvasási teszteredményeknek

Romániában, mivel a gazdasági, társadalmi és kulturális státusz felső és alsó negyede közötti eltérés az egyik legnagyobb a résztvevő országok közül[15]. Ez jól szemlélteti a különböző társadalmi csoportok által kapott oktatás minőségének egyenlőtlenségét.

 

2022-ben új törvény született Romániában, amely kimondta, hogy a szexuális felvilágosítást csak 8. osztálytól lehet tanítani, és csak a szülők írásos beleegyezésével. A 8. osztály a román oktatási rendszerben 14-15 éves kornak felel meg, miközben eközben a tizenéves anyák aránya Romániában a legmagasabb az összes uniós ország közül. 2020-ban 357 gyermek született 10 és 14 év közötti anyáktól, míg ez a szám az összes többi uniós országban jóval 120 alatt van[16]. A szexuális felvilágosítás kevésbé hozzáférhetővé tétele korai terhességhez és anyasághoz vezet, ami gyakran arra kényszeríti a fiatal lányokat, hogy kimaradjanak az iskolából és megszakítsák tanulmányaikat.

 

A képzett tanárok hiánya, az alacsony fizetések és a tanárok alacsony társadalmi megbecsülése számos kelet-európai országban probléma, és ez alól Románia sem kivétel. A 2019-2020-as tanévben az állami iskolai tanárok éves bruttó kezdő fizetése 9000 euró körül volt Romániában[17], ami az egyik legalacsonyabb az EU-ban. Ez havi 750 eurót jelent, ami nem elég a megélhetési költségek fedezésére Romániában.

 

Az informatikai (IT) készségek és a digitális írástudás elengedhetetlenek a 21. században. Romániában a 15 és 19 év közötti tanulók mindössze 57%-a rendelkezik alapszintű vagy annál magasabb szintű informatikai ismeretekkel, szemben az uniós átlag 82%-ával[18]. Ennek oka leginkább az, hogy az iskolák nem rendelkeznek megfelelő felszereléssel és képzett tanárokkal a magas színvonalú informatikaórák megtartásához. A vidéki területeken különösen hiányzik a digitális infrastruktúra és az internetkapcsolat[19].

 

Az oktatási rendszer mindezen hiányosságai részben a romániai oktatásra fordított alacsony állami kiadásokkal magyarázhatók. 2020-ban Románia oktatási kiadásai a második legalacsonyabbak voltak az EU-ban, az ország GDP-jének mindössze 3,7%-át tették ki, szemben az 5%-os uniós átlaggal[20].

 

 

Megkülönböztetés és erőszak az oktatásban

 

A roma tanulók hátrányos megkülönböztetést tapasztalnak a romániai oktatási rendszerben, ahogyan a kisebbséget gyakran a teljes lakosság körében is diszkriminálják. A roma gyerekeket gyakran szegregált osztálytermekbe helyezik, annak ellenére, hogy a 2007-es miniszteri rendelet megtiltotta az elkülönítésüket, amelyet azóta sem hajtottak végre. A szegregált osztályokban gyakran rosszabb a tanulási környezet a vegyes osztályokhoz képest[21], gyakrabban hiányzik a fűtés, a víz és a szakképzett tanárok, ezért alacsonyabbak a tanulmányi eredmények és magasabb az iskolaelhagyás arány[22].

 

Egy tanulmány kimutatta, hogy a lányok 30%-a tapasztal valamilyen formában szexuális zaklatást és visszaélést tanulmányai során, míg ez az arány az egyetemi hallgatók esetében 50%[23]. A tanárok által elkövetett szexuális visszaélések gyakran nem kerülnek bejelentésre a tanárok társadalmi státusza és hatalma miatt, valamint a hátrányos következményektől való félelem miatt. A szexuális zaklatás hatással van a gyermekek fizikai és mentális jólétére, növeli a depresszió esélyét, és tinédzserterhességhez vezethet, ami ismét arra kényszeríti a lányokat, hogy kimaradjanak az iskolából.

 

Egy 2022-ben készült tanulmány szerint a diákok 82%-a volt már tanúja iskolai zaklatásnak, ami mutatja a probléma elterjedtségét[24]. Az iskolai zaklatás különböző formákat ölthet, mint például a társadalmi kirekesztés, a fizikai fenyegetés és a pletykák terjesztése, és negatív hatással lehet az áldozatok mentális egészségére, ami viszont kihat a tanulmányi előmenetelre és a tanulási folyamatra.

 

Zaklatás az iskolában

Forrás: https://www.romania-insider.com/comment-anti-bullying-law-romania-us-2018

 

A Covid-19 hatása az oktatásra

 

2020-ban a Covid-19 világjárvány terjedésének megállítása érdekében világszerte bezárták az iskolákat, és átálltak az online oktatásra. Az online oktatás elmélyítette a városi és a vidéki területek közötti szakadékot, mivel a vidéki diákoknak jóval kevesebb internethez és a tanórákon való részvételhez szükséges digitális eszközökhöz volt hozzáférésük. 2021-ben a városi háztartások 87%-a rendelkezett internet-hozzáféréssel, míg a vidéki területeken csak 73%[25]. Az Oktatási és Kutatási Minisztérium becslése szerint a járvány idején több mint 250

000 gyermeknek nem volt hozzáférése az online oktatáshoz, mert nem volt áram, felszerelés vagy internet[26]. Ezek a hátrányos helyzetű, szegény területekről származó diákok lemaradtak a tananyagokkal, és azonnali intézkedések nélkül ay iskola lemondás arányuk növekedni fog.

 

Az online oktatás másik akadálya az informatikai ismeretek hiánya. Az online órákon részt nem vevő diákok 50%-a arról számolt be, hogy ennek oka az volt, hogy a tanár nem tartott online órákat[27]. Ezt leginkább az okozza, hogy a tanárok nem rendelkeznek az online tanítással kapcsolatos ismeretekkel, és a tanárok nem férnek hozzá az internethez, a felszereléshez és az online oktatási eszközökhöz. Emellett a diákok 13%-a számolt be arról, hogy nem tudta, hogyan kell használni az online platformokat[28]. A világjárvány a marginalizált gyermekek oktatási folyamatát jobban érintette, további kihívásokat teremtve számukra az oktatáshoz való hozzáférés terén.

 

 

Hivatkozások:

Asproiu, I. (2022). Romanian educational platform aims to reduce school dropout with online courses for students. Romania Insider. https://www.romania-insider.com/romanian-online-learning-platformnaradix

Bîzgan, O. (2020). Equal access to education for unregistered children. https://oanabizgan.com/en/equal-access-to-education-for-unregistered-children/

European Commission. (2020). Education and Training Monitor 2020 – Romania. https://op.europa.eu/webpub/eac/education-and-training-monitor-2020/countries/romania.html

European Education and Culture Executive Agency. (2021). Teachers’ and School Heads’ Salaries and Allowances in Europe – 2019/20. Publication Office of the European Union. https://op.europa.eu/en/publication-detail/-/publication/ea38b809-3dea-11ec-89db01aa75ed71a1/language-en

European Roma Rights Centre. (2016). Written Comments of the European Roma Rights Centre,

Concerning Romania. http://www.errc.org/uploads/upload_en/file/romania-crc-submission-july2016.pdf

Eurostat. (2017). Teenage and older mothers in the EU. https://ec.europa.eu/eurostat/web/productseurostat-news/-/DDN-20170808-1

Eurostat. (2022). Early leavers from education and training. https://ec.europa.eu/eurostat/statisticsexplained/index.php?title=Early_leavers_from_education_and_training#Early_leavers_from_education_ and_training_.E2.80.93_today_and_a_historical_comparison

Eurostat. (2022). Government expenditure on education. https://ec.europa.eu/eurostat/statisticsexplained/index.php?title=Government_expenditure_on_education#Expenditure_on_.27education.27 Jurnalul.ro. (2016). Save the Children: Over 16% of rural children, between 7 and 10 years old, do not go to school. https://jurnalul.ro/stiri/educatie/salvati-copiii-peste-16-dintre-copiii-din-mediul-rural-intre7-si-10-ani-nu-merg-la-scoala-725287.html

Marica, I. (2021). Statistics office: Over 80% of households in Romania have access to the internet. Romania Insider. https://www.romania-insider.com/romania-households-internet-access-2021

Mercator European Research Centre on Multilingualism and Language Learning. (2019). The Hungarian Language in Education in Romania. https://eric.ed.gov/?id=ED599938

OECD. (2022). Education GPS – Romania – Student performance (PISA 2018). https://gpseducation.oecd.org/CountryProfile?primaryCountry=ROU&treshold=10&topic=PI

Ofițeru, A. (2022). Why are Romanian students functionally illiterate? Education of bottomless forms and timeless eternity. Europa Liberă România. https://romania.europalibera.org/a/analfabestismfunctional-scoli-

romania/31854547.html?nocache=1&fbclid=IwAR3gI8adpB8xq0xPE4CLNYZ7u9Ux2GlljDLRHwPluJSDq N_4wSaspSECgdk

Right to education – HRMI Rights Tracker. (2022). Human Rights Measurement Initiative. https://rightstracker.org/en/metric/education?region=europe-central-asia

Romania Insider. (2018). School year starts in Romania but many schools don’t have necessary permits. https://www.romania-insider.com/romania-many-schools-dont-have-permits

Sârbu, E. A., & Oneț, R. (2020). Violence, Gender and Ethnic Discrimination in Two Romanian Cities. Identities in Globalization. Intercultural Perspectives, 134–138.

Terre des Hommes. (2021). Access to education for migrant children and youth in Romania. https://www.tdh.ro/sites/default/files/2020-

09/Access%20to%20education%20for%20migrant%20children%20and%20youth%20in%20Romania.P DF

UNICEF. (2020). Rapid assessment of the situation of children and their families with a focus on the vulnerable ones in the context of the COVID-19 outbreak in Romania – round 1. https://www.unicef.org/romania/documents/rapid-assessment-situation-children-and-their-familiesfocus-vulnerable-ones-context

United States Department of State. (2021). Romania 2021 Human Rights Report.

https://www.state.gov/wp-content/uploads/2022/03/313615_ROMANIA-2021-HUMAN-RIGHTSREPORT.pdf

van Kline, M. (2022a). Journalistic project aims to document the sexual harassment in Romanian schools. Romania Insider. https://www.romania-insider.com/rise-project-sex-abuse-map-romania van Kline, M. (2022b). Save the Children Romania survey shows bullying is a widespread issue in Romanian schools. Romania Insider. https://www.romania-insider.com/save-children-romania-surveybullying-schools

WHO/UNICEF Joint Monitoring Programme. (2022). Progress on drinking water, sanitation and hygiene in schools. https://data.unicef.org/resources/jmp-wash-in-schools-2022/

World Bank. (2021). Roma Inclusion in Romania. https://www.worldbank.org/en/news/video/2021/01/26/roma-inclusion-in-romania

 

  1. Human Rights Measurement Initiative. (2022). Rights to Education
  2. Mercator European Research Centre on Multilingualism and Language Learning. (2019). The

Hungarian Language in Education in Romania

  1. World Bank. (2021). Roma Inclusion in Romania
  2. Sârbu & Oneț. (2020). Violence, Gender and Ethnic Discrimination in Two Romanian Cities
  3. Jurnalul.ro. (2016). Save The Children: Over 16% of rural children, between 7 and 10 years old, do not go to school
  4. United States Department of State. (2021). Romania 2021 Human Rights Report
  5. Terre des Hommes. (2021). Access to Education for Migrant Children and Youth in Romania
  6. Ibid.
  7. Bîzgan, O. (2020). Equal Access to Education for Unregistered Children
  8. Ofițeru, A. (2022). Why Are Romanian Students Functionally Illiterate?
  9. Eurostat. (2022). Early Leavers from Education and Training
  10. WHO/UNICEF Joint Monitoring Programme. (2022). Progress on Drinking Water, Sanitation and Hygiene in Schools
  11. Romania Insider. (2018). School Year Starts in Romania But Many Schools Don’t Have Necessary Permits
  12. OECD. (2022). Education GPS – Romania – Student Performance (PISA 2018)
  13. Ibid.
  14. Eurostat. (2020). Teenage and Older Mothers in the EU
  15. European Education and Culture Executive Agency. (2021). Teachers’ and School Heads’ Salaries and Allowances in Europe – 2019/20
  16. European Commission. (2020). Education and Training Monitor 2020 – Romania
  17. Ibid.
  18. Eurostat. (2022). Government Expenditure on Education.
  19. European Roma Rights Centre. (2016). Written Comments of the European Roma Rights Centre, Concerning Romania
  20. Ibid.
  21. van Kline, M. (2022). Journalistic Project Aims To Document The Sexual Harassment in Romanian Schools
  22. van Kline, M. (2022). Save the Children Romania Survey Shows Bullying Is A Widespread Issue in Romanian Schools
  23. Marica, I. (2021). Statistics Office: Over 80% Of Households In Romania Have Access To The Internet
  24. Asproiu, I. (2022). Romanian Educational Platform Aims To Reduce School Dropout With Online Courses For Students
  25. UNICEF. (2020). Rapid Assessment Of The Situation Of Children And Their Families With A Focus On The Vulnerable Ones In The Context Of The COVID-19 Outbreak In Romania – Round 1.
  26. Ibid

 

CHANGAMOTO ZA ELIMU NCHINI ETHIOPIA

Imeandikwa Na Joseph Kamanga

Ilitafsiriwa Na Faith Galgalo

Ethiopia ni nchi katika Afrika Mashariki yenye idadi ya watu zaidi ya milioni 100. Nchi hii imepiga hatua kubwa katika kupanua upatikanaji wa elimu katika miongo ya hivi karibuni. Hata hivyo, licha ya juhudi hizi, mfumo wa elimu nchini Ethiopia unakabiliwa na changamoto kadhaa ambazo zimezuia uwezo wake wa kutoa elimu bora kwa wanafunzi wote. Katika makala hii, tutachunguza baadhi ya changamoto kuu zinazokumba mfumo wa elimu nchini Ethiopia.

 

 

 

 

 

 

 

 

 

 

 

Watoto wanaohusika na programu na vidonge. Picha na Beyond Access.

UPATIKANAJI WA ELIMU

Upatikanaji wa elimu ni changamoto kubwa nchini Ethiopia, hasa katika maeneo ya vijijini. Ingawa nchi imepiga hatua kubwa katika kupanua upatikanaji wa elimu, ambapo kiwango cha uandikishaji wa shule za msingi kimeongezeka kutoka 20% mwaka 1991 hadi zaidi ya 90% katika miaka ya hivi karibuni, bado kuna changamoto katika maeneo ya vijijini. Shule nyingi katika maeneo haya hukosa ufadhili wa kutosha, zina uhaba wa walimu, na mara nyingi wanafunzi hulazimika kusafiri umbali mrefu ili kufika shuleni.

Ili kukabiliana na changamoto hii, serikali ya Ethiopia imeanzisha sera mbalimbali za kupanua upatikanaji wa elimu katika maeneo ya vijijini. Kwa mfano, serikali imeanzisha programu za kujenga shule zaidi vijijini, kugawa vitabu vya kiada bure kwa wanafunzi, na kutoa chakula shuleni kwa wanafunzi.

Kutokuweza Kurekebisha Mtaala

Watafiti katika uwanja wa mahitaji maalum na elimu jumuishi wanapokuwa wakitetea haki ya watoto wenye mahitaji maalum ya kupata elimu, mtaala unaopaswa kupitishwa unapaswa kuwa jumuishi kwa kubainisha mahitaji ya msingi kwa wanafunzi wote. Mahitaji maalum ya kielimu, kijamii, kihisia, na kimwili ya wanafunzi yatashughulikiwa iwapo watunzi wa mtaala watazingatia watoto wenye ulemavu wakati wa kubuni na kuendeleza mtaala. Marekebisho ya mtaala hayawanufaishi tu wanafunzi wenye ulemavu bali pia huchangia katika kujifunza kwa mafanikio kwa wanafunzi wote katika kupata ujuzi wa muktadha.

Kwa wanafunzi wengi wenye ulemavu na hata kwa wasio na ulemavu, ufunguo wa mafanikio darasani unategemea upatikanaji wa marekebisho, mazingira rafiki, na mabadiliko sahihi katika ufundishaji na shughuli nyingine za darasani. Hata hivyo, matokeo ya utafiti yanaonyesha kuwa katika baadhi ya matukio, mtaala unapatikana kuwa mgumu kubadilika, hasa katika suala la muundo na usimamizi wa ratiba za masomo. Kwa mfano, mara nyingi ratiba za masomo hazizingatii mahitaji ya watoto wenye ulemavu. Katika hali bora, mtoto mwenye mahitaji maalum anaweza kuhitaji muda zaidi kukamilisha kazi ile ile ambayo inaweza kufanywa kwa haraka na mtu asiye na ulemavu.

Kutokana na changamoto hizo, watoto wenye ulemavu hawapati elimu bora. Hali hii inaashiria ukubwa wa matatizo yaliyojikita ndani ya taasisi zetu za mafunzo. Walimu hawajafundishwa ipasavyo ili waweze kufundisha wanafunzi wenye uwezo na asili tofauti. Uwezo wa kusoma maandishi ya Braille na kutumia lugha ya alama haukuwa wa kutosha, na hakukuwa na mpango madhubuti wa kuwajengea ujuzi walimu walioko kazini. Hata walimu waliopitia mafunzo ya mahitaji maalum na elimu jumuishi hawakuwa wamepewa ujuzi wa kutosha wa kutumia Braille na lugha ya alama.

Mafunzo bora ya walimu ni moja ya nguzo kuu za elimu jumuishi yenye ubora. Hata hivyo, mafunzo ya walimu yanakabiliwa na changamoto za msingi katika kuwawezesha kufundisha watoto kulingana na mahitaji yao maalum. Kutokana na hili, mafunzo duni ya walimu na uhaba wa walimu waliofunzwa ipasavyo vimechangia katika utoaji wa elimu duni kwa watoto wenye ulemavu. Ingawa kuna walimu wachache waliomaliza masomo katika mahitaji maalum na elimu jumuishi, mafunzo waliyopitia hayakuwapa weledi wa kutosha katika ufundishaji.

Lugha

Ethiopia, ikiwa taifa lenye lugha nyingi, inakabiliwa na changamoto nyingi za mawasiliano ambazo huathiri moja kwa moja mfumo wa elimu na mtaala kwa ujumla. Sera ya elimu inaonekana kuwa imefungwa katika itikadi ya siasa za kikabila, ambazo zilianzishwa rasmi mwaka wa 1991 kwa msaada wa katiba ya Ethiopia baada ya TPLF kushika madaraka.

Sera hii mpya ilitarajia mfumo wa elimu ambao ungewafanya wanafunzi kuwa na ujuzi wa lugha nyingi, lakini lugha za kienyeji zingetolewa tu kwa msingi wa mapendekezo ya wazazi. Sera hiyo inasema kuwa lugha ya Kiingereza inapaswa kufundishwa kuanzia Darasa la 1, huku Lugha ya Kazi ya Shirikisho la Ethiopia, kama vile Kiamhari, ikitolewa tu baada ya Darasa la 3 na kwa msingi wa mapendekezo ya wazazi.

Licha ya hatua hizi za kushughulikia changamoto ya lugha, majimbo ya kikanda yameendelea kuwa na mamlaka ya kuamua ni lugha gani wanafunzi wanapaswa kutumia shuleni. Hata hivyo, baada ya Darasa la 9, lugha ya kufundishia itakuwa Kiingereza pekee. Hili limeidhinishwa na Wizara ya Elimu ya Shirikisho.

Katika maendeleo yanayohusiana, Baraza la Mawaziri lilipitisha uamuzi unaoaminika kutoa uhuru zaidi kwa vyuo vikuu kwa kuwaruhusu kujipatia mapato yao wenyewe na kutoa huduma mbalimbali kwa umma.

Wanafunzi Wa kike wa Oung Kwenye Boulevard-Axum (Aksum) – Ethiopia. Picha Na Adam Jones.

Kutojua kwa wadau kuhusu haki ya watoto kupata elimu

Kama inavyoaminika, wadau wa elimu ni wazazi, watoto walioko shuleni, walimu, wakuu wa shule na wasimamizi, wataalamu, na maafisa katika mfumo wa elimu. Hata hivyo, kuna tofauti kubwa miongoni mwa wadau wa elimu kuhusu haki ya watoto wenye ulemavu kupata elimu. Wengine wa wadau hawa hawaelewi kikamilifu haki ya watoto kupata elimu. Kutopatikana kwa Ofisi ya Elimu yenyewe, mgawo mdogo wa bajeti, na ukosefu wa wakalimani wa lugha ya alama mashuleni ni ushahidi wa kiwango ambacho mfumo wa elimu haujatambua haki ya watoto wenye ulemavu kupata elimu.

Wanafunzi wa mafunzo ya ualimu juu ya matumizi ya teknolojia. Picha na One Laptop per Child.

Ubora wa Elimu

Changamoto nyingine kubwa inayoikumba sekta ya elimu nchini Ethiopia ni ubora wa elimu. Ingawa nchi imepiga hatua kubwa katika kupanua fursa za elimu, ubora wa elimu bado uko chini, hasa katika maeneo ya vijijini. Wanafunzi nchini Ethiopia mara nyingi hukabiliana na changamoto katika kusoma na kufanya hesabu za msingi, na mfumo wa elimu umekuwa ukikosolewa kwa kutegemea sana kuhifadhi maudhui bila ubunifu.

Ili kukabiliana na changamoto hii, serikali ya Ethiopia imeanzisha sera zinazolenga kuboresha ubora wa elimu. Kwa mfano, serikali imeanzisha sera za kuboresha mafunzo na maendeleo ya kitaaluma kwa walimu, kukuza matumizi ya teknolojia katika elimu, na kuboresha mitaala.

Hata hivyo, juhudi hizi zimekumbwa na changamoto kama vile ukosefu wa rasilimali na miundombinu inayohitajika kuunga mkono mipango hii.

Pengo la Miundombinu

Pengo la miundombinu ni changamoto nyingine kubwa inayoikumba mfumo wa elimu nchini Ethiopia. Zaidi ya 85% ya Waethiopia wanaishi vijijini ambako miundombinu bado haijaimarishwa vizuri. Kwa sababu hii, makazi ya watu yameenea kwa umbali mkubwa, shule ziko mbali, na jiografia ya maeneo haya imejaa vikwazo. Njia kutoka nyumbani hadi shuleni ni za miinuko na zenye miteremko mikali. Kutokana na hali hii, watoto wenye ulemavu wa viungo na kuona wanakabiliwa na changamoto kubwa, si tu ya kufika shuleni bali pia ya kushiriki kikamilifu katika shughuli za shule pamoja na wenzao wasio na ulemavu.

Miundombinu pamoja na njia za kufikia madarasa, ofisi, mwongozo wa wanafunzi, na huduma za ushauri ni changamoto kwa wanafunzi wenye ulemavu, kiasi cha kuwafanya wasihudhurie shule wala kushiriki ipasavyo katika mchakato wa kujifunza. Mazingira yenye vizuizi vichache yanaweza kusaidia kufanikisha ujumuishaji wa watoto wenye ulemavu. Kinyume na hilo, hata hivyo, njia nyingi ni za miinuko, miteremko, na zina mabonde. Kupita kwenye njia hizi ni kazi ngumu kwa wanafunzi wenye ulemavu wa viungo na kuona, jambo ambalo lilidhihirika wazi kwa washiriki wengi wa vikundi vya majadiliano ya kijamii (FGD).

Shule nyingi nchini Ethiopia hazina miundombinu ya msingi kama vile madarasa, maktaba, na vyoo. Pengo hili la miundombinu linaathiri kwa kiasi kikubwa ubora wa elimu, ambapo msongamano wa wanafunzi darasani na uhaba wa vifaa vinavyohitajika unazuia uwezo wa wanafunzi kujifunza ipasavyo.

Wahusika katika sekta ya elimu wamebainisha kuwa majengo mengi ya shule za kawaida hayakujengwa kwa kuzingatia mahitaji ya watu wenye ulemavu. Kama ilivyoonyeshwa wazi katika matokeo ya utafiti, miundombinu duni pamoja na njia za kufikia madarasa, ofisi, mwongozo wa wanafunzi, na huduma za ushauri zimewazuia wanafunzi wenye ulemavu kuhudhuria shule na kushiriki kikamilifu katika mchakato wa kujifunza. Shule za msingi kwa ujumla zina maeneo yenye milima na mabonde mengi, jambo ambalo limekuwa changamoto kubwa kwa ujumuishaji wa watoto wenye ulemavu wa kutembea. Kwa hivyo, hali inayoonekana ni kwamba utoaji wa miundombinu unakuwa changamoto kubwa kwa wale wanaotekeleza sera hizo.

Ili kukabiliana na changamoto hii, serikali ya Ethiopia imeanzisha sera zinazolenga kuboresha miundombinu mashuleni. Kwa mfano, serikali imeanzisha programu za kujenga shule zaidi, kukarabati shule zilizopo, na kutoa miundombinu ya msingi kama vile vyoo na maji shuleni. Hata hivyo, maendeleo ya miundombinu nchini Ethiopia yanakabiliwa na changamoto kama vile rasilimali chache na ufadhili wa kutosha kwa ajili ya maendeleo ya miundombinu.

Pengo la Miundombinu

Pengo la miundombinu ni changamoto nyingine kubwa inayokabili mfumo wa elimu nchini Ethiopia. Zaidi ya 85% ya Waethiopia wanaishi vijijini ambako miundombinu bado haijajengwa ipasavyo. Matokeo yake, nyumba zimetawanyika, shule ziko mbali, na jiografia ina vikwazo vingi. Njia kutoka nyumbani hadi shuleni ni za milima na miinuko. Kutokana na hali hii, watoto wenye ulemavu wa viungo na uoni wamekumbana na changamoto kubwa, hasa ya kufika shuleni na, hata zaidi, kushiriki kikamilifu katika shughuli za shule pamoja na watoto wasio na ulemavu.

Miundombinu ya shule, pamoja na njia za kuingia madarasani, ofisi za walimu, na sehemu za ushauri, zinawakwamisha wanafunzi wenye ulemavu kufika shuleni na kushiriki kikamilifu katika mchakato wa kujifunza. Mazingira yasiyo na vikwazo yanaweza kusaidia kujumuishwa kwa watoto wenye ulemavu. Hata hivyo, kinyume chake, njia nyingi ni za milima, miinuko, na hatari kwa wanafunzi wenye ulemavu wa viungo na uoni. Wengi wa washiriki wa mazungumzo ya vikundi (FGD) walikubaliana kwamba kuvuka njia hizo ni kazi ngumu kwa wanafunzi wenye ulemavu wa kimwili na wa kuona.

Shule nyingi nchini Ethiopia zinakosa miundombinu ya msingi kama madarasa, maktaba, na vyoo. Pengo hili la miundombinu linaathiri sana ubora wa elimu, ambapo madarasa yaliyojaa kupita kiasi na ukosefu wa vifaa vya msingi huathiri uwezo wa wanafunzi kujifunza.

Wafanyakazi wa sekta ya elimu walieleza kuwa majengo mengi ya shule za kawaida hayajajengwa kwa kuzingatia mahitaji ya watu wenye ulemavu. Kama ilivyoonyeshwa katika utafiti, miundombinu duni pamoja na njia za kuingia madarasani, ofisi za walimu, na sehemu za ushauri vimewazuia wanafunzi wenye ulemavu kwenda shule na kushiriki kikamilifu katika mchakato wa kujifunza. Shule za msingi hasa zina miundombinu isiyofaa, na hivyo kujumuishwa kwa watoto wenye ulemavu wa viungo linakuwa jambo gumu. Matokeo yake, changamoto kubwa kwa wale wanaotekeleza sera hizi ni jinsi ya kuboresha miundombinu.

Ili kukabiliana na changamoto hii, serikali ya Ethiopia imeanzisha sera zinazolenga kuboresha miundombinu ya shule, kama vile kujenga shule mpya, kukarabati shule zilizopo, na kutoa miundombinu ya msingi kama vyoo na maji safi shuleni. Hata hivyo, maendeleo ya miundombinu nchini Ethiopia yanakabiliwa na changamoto kama vile uhaba wa rasilimali na ukosefu wa ufadhili wa kutosha kwa maendeleo ya miundombinu.

Uhaba wa Walimu wa Elimu Maalum

Walimu waliopata mafunzo ya elimu maalum wanaweza kusaidia kutekeleza ujumuishaji wa watoto wenye ulemavu. Ili kufanya hivyo, idadi yao inapaswa kuwa ya kutosha ili kutoa msaada wa kitaaluma kwa walimu wa elimu ya jumla na wanafunzi wenye ulemavu. Hata hivyo, kinyume chake, nchi haijaweza kuwafunza walimu wa elimu maalum na ujumuishi kwa kiwango cha kutosha ili kukidhi mahitaji yaliyopo.

Uhaba wa walimu wenye mafunzo ya elimu maalum na ujumuishi ni moja ya changamoto kubwa zinazokwamisha utekelezaji wa elimu jumuishi. Ili kuhakikisha ujumuishaji wa watoto wenye ulemavu, walimu wa elimu ya jumla wanapaswa kupata mafunzo maalum au kusaidiwa na walimu wa elimu maalum darasani.

Katika jamii za vijijini, familia nyingi zina majukumu mbalimbali ya kiuchumi. Kila mtu katika familia ana kazi yake – mmoja anachunga mifugo, mwingine analima, mwingine anakusanya kuni, na mwingine anachota maji. Katika mazingira haya, kutafuta shule yenye madarasa maalum, kumpeleka mtoto mwenye ulemavu huko, na kumrudisha nyumbani kila siku ni kazi isiyo na mwenyewe. Kwa hivyo, uamuzi mgumu unaochukuliwa na familia nyingi ni kumficha mtoto mwenye ulemavu nyumbani.

Katika miji, ingawa kuna shule nyingi za kibiashara, gharama ya kuwaajiri walimu wa elimu maalum ni kubwa. Kwa kuwa kutowasajili watoto wenye ulemavu kunaweza kuwa na athari za kisheria, baadhi ya shule huwajumuisha lakini huwaacha bila msaada wowote maalum.

Ili kukabiliana na changamoto hii, serikali ya Ethiopia imeanzisha sera za kuongeza idadi ya walimu wenye mafunzo maalum. Hii ni pamoja na kuajiri walimu zaidi, kutoa mafunzo na maendeleo ya kitaaluma kwa walimu, pamoja na kuboresha mishahara na mazingira yao ya kazi.

Hitimisho

Kwa kumalizia, Ethiopia inakabiliwa na changamoto kubwa katika sekta ya elimu, ikiwa ni pamoja na upatikanaji mdogo wa elimu, ubora wa elimu duni, pengo la miundombinu, uhaba wa walimu, na mtaala usio wa kisasa. Ingawa serikali imeanzisha sera za kukabiliana na changamoto hizi, bado kunahitajika juhudi za pamoja ili kuboresha mfumo wa elimu nchini.

Hii inaweza kujumuisha uwekezaji zaidi katika elimu, mafunzo na msaada bora kwa walimu, maendeleo ya miundombinu, na kuunda mtaala wa kisasa unaoendana na mahitaji ya wanafunzi na uchumi wa taifa.

Ripoti za Wizara ya Elimu ya Ethiopia zinaonyesha kuwa kundi lililoathirika zaidi katika mfumo wa elimu ni watoto wenye ulemavu, ambao wengi wao bado hawana fursa ya kupata elimu. Hata wale walio na fursa ya kusoma hukutana na mazingira yasiyo rafiki kwao.

Kwa hivyo, ili kuhakikisha ujumuishaji wa kweli, ni muhimu kutambua vikwazo vinavyowakabili watoto wenye ulemavu na kupendekeza suluhisho madhubuti. Kwa kushughulikia changamoto hizi, Ethiopia inaweza kuimarisha ubora wa elimu kwa raia wake wote na kuboresha maendeleo ya kijamii na kiuchumi ya nchi.

References:

United Nations Development Programme (2019) Ethiopia: Education. Retrieved from http://www.et.undp.org/content/ethiopia/en/home/countryinfo.html

World Bank (2021) Education in Ethiopia Retrieved from https://www.worldbank.org/en/country/ethiopia/brief/education-in-ethiopia

GEBEYEHU, A. M. (2017). Quality of Education in Ethiopia: From the Perspective of Learners, Teachers and Parents. Journal of Education and Practice, 8(10), 76-85.

World Bank (2018) Ethiopia Education Sector Development Program V: 2015-2020. Retrieved from http://documents.worldbank.org/curated/en/180601551693773672/Ethiopia-Education-Sector-Development-Program-V-2015-2020

Ethiopian Ministry of Education (2015) Education Sector Development Plan V: 2015-2020. Retrieved from https://www.moe.gov.et/web/guest/-/education-sector-development-plan-v-2015-2020

African Development Bank Group (2018). Ethiopia Country Strategy Paper 2016-2020. Retrieved from https://www.afdb.org/en/documents/document/ethiopia-country-strategy-paper-2016-2020-106665

International Labour Organization (2016) Youth Employment in Ethiopia: An Overview. Retrieved from https://www.ilo.org/wcmsp5/groups/public/—ed_emp/documents/publication/wcms_528826.pdf

The World Factbook (2021) Ethiopia retrieved from https://www.cia.gov/the-world-factbook/countries/ethiopia/

Tessema, W. K. (2019). The Ethiopian Education System: Current Trends and Future Directions. International Journal of Innovative Research and Development, 8(12), 76-84.

Mohammed, A. (2018). Challenges and Prospects of Education in Ethiopia: A Literature Review. Journal of Education and Practice, 9(1), 21-26