Educational Challenges in the Caribean Netherlands

Written by Sterre Krunen

Every student counts! In 2011, this slogan was the starting shot of the Caribbean and European Netherlands’ combined efforts to achieve educational equity and raise the quality of education on the islands of Bonaire, St. Eustatius, and Saba. Although quality and equity increased, the Caribbean Netherlands still dealt with significant educational challenges in 2023. This article will explore three main challenges: the care for students with special needs, multilingualism, and the effects of poverty.

This article analyses these three challenges to understand the accessibility and quality of education in the Caribbean Netherlands. But first, we need to go into the governance structure of the islands and their relationship with the European Netherlands to fully understand the barriers to tackling the challenges and efforts to address them. Also, the policy programs addressing education and the Education Agendas will be given special attention to show continuing good practices and to explain the context in which the current challenges continue.

This map shows us the Kingdom of the Netherlands, consisting of the European Netherlands and the Caribbean Netherlands. Both thank their name to their geographical location (CC BY-SA 3.0 DEED, Wikimedia Commons: TUBS).

Context-Specific Efforts to Overcome Education Inequity

In 1948, Bonaire, St. Eustatius and Saba became a part of the Dutch Antilles, a separate country within the Kingdom of the Netherlands. This changed in 2010: the islands became public bodies under the European Netherlands. Bonaire, St. Eustatius, and Saba are now local governments. An executive council, an island council, and the Dutch national government govern each island. Since this change, the islands have been referred to as the Caribbean Netherlands or the BES-islands.[i]

The Dutch Ministry for Education, Culture and Science is responsible for education. The schools on the islands are part of the Dutch education system and are monitored by the Netherlands’ Inspectorate of Education.[ii] The Dutch Ministry of Education, island councils and other stakeholders cooperated over the past twelve years to develop three policy programs, the Education Agendas.

The Education Agendas address educational equity between the two parts of the Netherlands. The idea is that it should not matter whether a child grows up in the European Netherlands or the Caribbean Netherlands; educational opportunities should be the same.[iii] The agendas address the specific context of the islands, as there are apparent differences from the European Netherlands in terms of culture, history, identity, language, scale, and organization.[iv]

The first two agendas address all three islands within one agenda. During the draft of the first Education Agenda (2011-2016), the level of education of many schools on the BES islands did not fulfil European nor Caribbean Dutch standards.[v] By 2016, most schools reached basic quality standards. However, particular areas still required improvement, again addressed in the second Agenda (2017-2020). [vi] The evaluation of this Agenda in 2020 shows that the main challenges are care for students with special needs and multilingualism.[vii]

While the third Education Agenda has not yet been published, it shall address these challenges.[viii] Furthermore, this agenda will address the challenges on each island separately, showing us a further commitment to context-specific policymaking, which hopefully improves the effectiveness of the third Education Agenda.

Educational Challenge I: Care for Students with Special Needs

The first challenge to discuss is the care for students with special needs. The right to education for children with special needs is a human right. It is taken up in the Universal Declaration of Human Rights, the Convention on the Rights of the Child, and the Convention on the Rights of Persons with Disabilities. While the last Convention was ratified by the European Netherlands, it does not apply to the Caribbean Netherlands.

A statement by the Expertise Centre Education Care Saba in 2021 summarizes the importance of care for these students:  “Students have the right to feel included in a safe and reliable environment with a structured pedagogical climate that is tolerant and encouraging for the development of all”.[ix] Now, children with special needs still face situations in which education is not tailored to them, meaning they do not profit from education as their peers or eventually drop out. Some children do not have access to education at all. Children with a higher need for care face difficulties.[x]

An example of inadequate care is the case of the ten-year-old Arianny on Bonaire. In 2022, the non-speaking girl was in the news as she could not attend education on Bonaire. Arianny had no access. Members of the Dutch parliament asked the then minister of Education, Dennis Wiersma, questions about her situation and the general situation on Bonaire. The minister reacted that all children should have access to education and are required to attend school, despite specific situations. The situation of Arianny and the research in other reports show us that is not yet the reality.[xi]

Why do these problems continue even after the two Education Agendas?

Student care on the BES islands is not comparable to care in the European Netherlands. While both experience similar problems, the expert centre on Saba notes that the main difference derives from scale and school culture, for example, the lack of awareness about the differing needs of students. This also applies to the other islands: children with special needs continue to follow the same program as their peers even though they need additional care. Moreover, there are relatively more students with special needs in Saba than in the European Netherlands. Possible explanations are a lack of education planning, differentiation in the classroom and special education needs teachers.[xii] Also, non-school-related causes affect children’s learning capabilities, such as poverty and domestic violence.[xiii]

This continuing lack of care for students with special needs thus asks for extra efforts. Renewed attention to this problem and policies need to tackle the problem, ensuring (continuance of) access to education for children like Arianny. Individual needs must be considered to optimize the learning experience of already vulnerable students.

Three kids sitting in the port of Kralendijk, the capital of Bonaire (CC BY-NC 2.0 DEED, Flickr: Globewriter).

Educational Challenge II: Multilingualism

Because of the different languages being spoken on each island, the language of education has been a thorny issue. Encountered challenges have been linguistic imperialism, learning challenges, and difficulty accessing tertiary education in Dutch.

On Bonaire, most inhabitants speak Papiamento as their mother tongue. On Saba and St. Eustasius, a local variety of Caribbean English has the upper hand. Despite this, Dutch was the only officially recognized language until the beginning of the century thus, education was in Dutch.[xiv]Nowadays, Papiamento and English can both be used in education. This represents the reality of the islands and a respect for local languages, making it a laudable development and a move away from linguistic imperialism.

However, it also causes new educational challenges, especially for learning results and further education. On Saba and St. Eustatius, the instruction language is English. Dutch is being taught as a foreign language.[xv] St. Eustatius switched to English as an instruction language in secondary education in 2014. Dutch proved to negatively affect learning outcomes and attitudes towards the Dutch language.[xvi] Saba has used English as the instruction language for a more extended period. However, only teaching Dutch as a foreign language hinders access to tertiary education. A low proficiency in Dutch means that students from these islands cannot access (all) tertiary education institutions in the European Netherlands.[xvii] This is especially problematic because the Caribbean Netherlands does not have any universities or universities of applied sciences, meaning inhabitants must move to pursue tertiary education.[xviii]

On Bonaire, education starts in Papiamento  – the native language of most students  – for the first two years of primary school. After these years, the instruction language became Dutch. This causes risks, as the case of St. Eustatius before 2014 showed. Furthermore, it can hinder learning outcomes as children might struggle with Dutch.[xix]

Therefore, multilingualism leads to specific challenges for students regarding access to further education and learning outcomes. It has been difficult to find a balance between Dutch, Papiamento, and Caribbean English that will tackle these challenges. A comprehensive language policy should be developed per island, where native languages and Dutch get a well-balanced place within the education system.

Educational Challenge III: Poverty

This third educational challenge goes beyond the education agendas as it intertwines with the overall situation on the BES islands: life on the islands has become increasingly expensive, and salaries and government support are insufficient to afford this.

This is why children on the BES islands noted poverty as one of the biggest challenges in their lives in 2021. And high poverty levels have continued since then: 11,000 people live below the poverty line in 2023. This is an extremely high number, considering that the islands’ total population is 30,000.[xx] In comparison to the European Netherlands: 800,000 live in poverty on a population of almost 18 million.[xxi]

What do such numbers mean for Caribbean students?

The rapport between the Dutch Ombudsman and the Children’s Ombudsman gives us the distressing example of Shanice, an 11-year-old Bonairean girl. Her mother is a single caretaker, working multiple jobs to stay afloat. She is more often at work than at home. Shanice cares for her younger brothers and sisters, looks after the groceries, and wash dishes instead of having the opportunity to focus on her studies. She goes to school: she likes it there. However, she often feels stressed because of her many responsibilities. Then, she cannot focus or learn. At the same time, Shanice pressures herself to learn: she wants to have a different life than her mom.[xxii]

This example shows how poverty gives children many responsibilities and negatively affects their learning. This example does not comprise all adverse effects. When not having enough money, healthy food is not always a priority, just like schoolbooks or having a good place to study. Extra school costs might not be paid. Parents and kids both experience high-stress levels, which might cause parents to be (emotionally) unavailable and children to have problems focusing. All negatively affect the school outcomes of children.[xxiii]

To tackle this problem of poverty and its effects, there should be governmental support to lift children and their parents from poverty. However, government policies are one of the causes of poverty: the model of living costs for the BES island presents living costs as lower than they are. Policies are developed based on this model. Moreover, this is a recurring argument for not higher social welfare: ensuring social welfare will demotivate people, and they will not work anymore.[xxiv] Hence, policies have contributed to the problem of poverty.

In addition, inhabitants of the BES islands do not always have access to the same resources European Dutch individuals have. These resources are, however, of great importance: European Dutch depend on them, but Caribbean Dutch cannot even access them.[xxv] This is possible because of the special status of the islands. The UN Committee on the Elimination of Racial Discrimination noted in 2021 that such differences between the European Netherlands and Caribbean Netherlands are deplorable, that discrimination should be fought, and that equality should be pursued.

The Dutch government has been taking steps. A law ensuring the equal treatment of all citizens in the Netherlands will come into effect for the Caribbean Netherlands.[xxvi] The exact date is, however, unclear. Furthermore, the model of living costs will be adjusted in July 2024. From that date onwards, inhabitants of the Caribbean Netherlands will be able to breach the gap between social security and living costs that exists now. In addition, the Dutch government does undertake other efforts to address poverty, but the Netherlands Institute for Human Rights judges them to be insufficient. [xxvii]

The Dutch government seems to increasingly take responsibility for the high poverty levels in the Caribbean Netherlands. A necessary development: despite statements such as ‘Every student counts!’, the Dutch government has discriminated against Caribbean Dutch citizens. The unfavourable treatment they experience puts them behind their fellow citizens in Europe.

Conclusion

Education quality has increased significantly on the Bonaire, St. Eustatius, and Saba islands. Great efforts have been made to tailor policies to the local contexts of the islands, which is essential for education equity between the European and Caribbean Netherlands. This is praiseworthy and will hopefully continue with the third Education Agenda.

However, great educational challenges persist on the islands. Benefits from and access to education are under pressure.  While multilingualism affects all students, poverty and the lack of special care affect some students disproportionately. Furthermore, the problem of poverty and lack of special care show clear signs of discrimination, which should be condemned and stopped. The case of the islands of Bonaire, St. Eustatius and Saba thus indicates the need for policies tackling discrimination and a comprehensive plan to improve education further.

References

Cover Image: A young girl in costume during a parade on Bonaire (CC BY-SA 4.0 DEED, Wikimedia Commons: Atsme).

[i] Rijksoverheid. (N.d). Caribisch deel van het Koninkrijk. Rijksoverheid. https://www.rijksoverheid.nl/onderwerpen/caribische-deel-van-het-koninkrijk/rechtspositie-politieke-ambtsdragers-bonaire-sint-eustatius-saba

[ii] Rijksoverheid. (N.d.). Caribisch deel van het Koninkrijk. Rijksoverheid.

[iii] Rijksdienst Caribisch Nederland. (N.d). Onderwijs, Cultuur en Wetenschap. Rijksdienst Caribisch Nederland. https://www.rijksdienstcn.com/onderwijs-cultuur-wetenschap

[iv] Rijksdienst Caribisch Nederland. (N.d). Onderwijsagenda voor Caribisch Nederland: samen werken aan kwaliteit. Rijksdienst Caribisch Nederland. 1. https://www.rijksdienstcn.com/binaries/rijksdienstcn-nederlands/documenten/brochures/onderwijs-cultuur/onderwijsagendas/eerste-onderwijsagenda-caribisch-nederland/index/Eerste_Onderwijsagenda_NL.pdf

[v] Rijksdienst Caribisch Nederland. (N.d). Onderwijsagenda voor Caribisch Nederland: samen werken aan kwaliteit. 1.

[vi] Inspectie van het Onderwijs. (2017). De Ontwikkeling van het Onderwijs in Caribisch Nederland 2014-2016. Onderwijsinspectie. 39-41. https://www.onderwijsinspectie.nl/documenten/rapporten/2017/03/21/rapport-onderwijsontwikkelingen-caribisch-nederland-20142016

[vii] Buys, Marga. (2021). Evaluatie Tweede Onderwijsagenda Caribisch Nederland 2017-2020. Eerste Kamer. 20. https://www.eerstekamer.nl/overig/20210708/evaluatie_tweede_onderwijsagenda/document3/f=/vlkch545eltd_opgemaakt.

[viii] Buys, Marga. (2021). Evaluatie Tweede Onderwijsagenda Caribisch Nederland 2017-2020. Eerste Kamer. 22.

[ix]. Langerak, Lisa. (2021). Inclusive Special Education on Saba. Expertise Center Education Care. 2. https://www.learningsaba.com/2021_Care_Coordinator/210614%20Project%20plan%20Inclusive%20Special%20Education%20Saba.pdf

[x] Buys, Marga. (2021). Evaluatie Tweede Onderwijsagenda Caribisch Nederland 2017-2020. Eerste Kamer. 20.

[xi] Ministerie van Onderwijs, Cultuur en Wetenschap. (2022). Antwoord op schriftelijke vragen van de leden Van den Berg en Peters (beiden CDA) over het bericht ‘Moeder vraagt om hulp: 10-jarige Arianny kan op Bonaire niet naar school. Open Overheid. 2-3. https://open.overheid.nl/documenten/ronl-b6d4ce01be3eac9fe87130ee6b9b0f08d72e664e/pdf

[xii] Langerak, Lisa. (2021). Inclusive Special Education on Saba. Expertise Center Education Care. 5.

[xiii] Kinderombudsman. (2021). Als je het ons vraagt: kinderen op de BES-eilanden. Kinderombudsman. 10-11. https://www.kinderombudsman.nl/publicaties/rapport-als-je-het-ons-vraagt-onderzoek-kinderen-op-de-bes

[xiv] Mijts, Eric, Ellen-Petra Kester and Nicholas Faraclas. (2014). Multilingualism and education in the Caribbean Netherlands. A community-based approach to a sustainable language education policy. The case study of St. Eustatius. NT2. 2. https://www.nt2.nl/documenten/meertaligheid_en_onderwijs/kambel_meertaligheid_binnenwerk_eng_h5.pdf

[xv] Rijksdienst Caribisch Nederland. (N.d). Taal in het Onderwijs. Rijksdienst Caribisch Nederland. https://www.rijksdienstcn.com/onderwijs-cultuur-wetenschap/ouders-leerlingen/taal-in-het-onderwijs

[xvi] Polak, Anneke. (2014). Engels als instructietaal ‘ingrijpend’. Caribisch Netwerk. https://caribischnetwerk.ntr.nl/2014/06/19/engels-als-instructietaal-statia-ingrijpend/

[xvii] Buys, Marga. (2021). Evaluatie Tweede Onderwijsagenda Caribisch Nederland 2017-2020. Eerste Kamer. 20.

[xviii] Rijksdienst Caribisch Nederland. (N.d). Higher Education and Science. Rijksdienst Caribisch Nederland. https://english.rijksdienstcn.com/education-culture-science/higher-education-and-science

[xix] Kloosterboer, Karin. (2013). Kind op Bonaire, St. Eustatius en Saba. UNICEF. 15. https://content.presspage.com/uploads/688/samenvattingkindopbeslowres.pdf

[xx] NOS. (2023). Derde van Caribisch Nederland onder armoedegrens, pleidooi voor hoger minimumloon. NOS

https://nos.nl/artikel/2493122-derde-van-caribisch-nederland-onder-armoedegrens-pleidooi-voor-hoger-minimumloon

[xxi] Den Hartog, Tobias and Laurens Kok. (2023). Op weg naar 1 miljoen armen: bij dit inkomen leef je volgens de overheid in armoede. Het Parool.

https://www.parool.nl/nederland/op-weg-naar-1-miljoen-armen-bij-dit-inkomen-leef-je-volgens-de-overheid-in-armoede~b9c9b7ed/

[xxii] Kinderombudsman, and Nationale Ombudsman. (2023). Caribische kinderen van de rekening. Kinderombudsman. 4. https://www.nationaleombudsman.nl/publicaties/rapporten/2022058#:~:text=Dit%20rapport%20beschrijft%20de%20knelpunten,zelf%20als%20voor%20hun%20kinderen.

[xxiii] Nederlands Jeugdinstituut. (N.d). De invloed van armoede op schoolprestaties. Nederlands Jeugdinstituut. https://www.nji.nl/armoede/invloed-op-schoolprestaties

[xxiv] Haringsma, Phaedra. (2022). Zo wordt ongelijkheid tussen Europees en Caribisch Nederland al jaren in stand gehouden. De Correspondent. https://decorrespondent.nl/13713/zo-wordt-ongelijkheid-tussen-europees-en-caribisch-nederland-al-jaren-in-stand-gehouden/2f84b44f-db88-0d7c-029d-9c1d00ae02b3

 

[xxvi] Netherlands Institute for Human Rights. (2023). Caribisch Nederland krijgt wetgeving gelijke behandeling. College voor de Rechten van de Mens. https://www.mensenrechten.nl/actueel/nieuws/2023/01/25/caribisch-nederland-krijgt-wetgeving-gelijke-behandeling#:~:text=Iedereen%20die%20zich%20in%20Nederland,2010%20bijzondere%20gemeentes%20van%20Nederland

[xxvii] Netherlands Institute for Human Rights. (2023). Report to UN Committee on economic, social and cultural human rights in the Netherlands. College voor de Rechten van de Mens. 4-6. https://publicaties.mensenrechten.nl/file/5803a853-0bbe-b495-7932-3bb751e0aed4.pdf

Educational Challenges in the Faroe Islands

Written by Anna Strunk

Nestled in the North Atlantic Ocean, the Faroe Islands are a self-governing territory within the Kingdom of Denmark. The archipelago of 18 islands is populated by around 52,000 habitants, most of which speak the local tongue of Faroese. Despite its isolated and small territory, as well as their small number of inhabitants, Faroese people have a quality of life that excels that of many other countries. For instance, the unemployment rate reached a record low of 0.6% in June 2023, one of the lowest among European countries. The Faroe Islands also possess one of the lowest crime rates in the world, making it an exceedingly safe place to live and travel to. In regard to education, another crucial quality-of-life indicator given its pivotal role in empowering individuals, fostering economic prosperity, and enhancing social well-being, the Faroe Islands’ schooling system is based on the belief that everyone should have equal access to educational attainment. This translates into public free education for the whole population at all levels, from primary school to higher education. However, that being said, education in the archipelago has its problems and challenges, as pointed out by a Faroese student who moved abroad for higher education interviewed for this article, such as the limited university degrees or the nature of the small communities negatively affecting young students.

Nature of small and dispersed communities

An important topic which emerged from the interviews was the nature of the small communities in the Faroe Islands affecting kids’ academic success and well-being in school. Much research has looked into the influence of community type on a child’s academic achievements and social-behavioral skills, among others, and although none have looked at it in the specific case study of the Faroe Islands, one can draw conclusions for it too. For instance, due to their small numbers, the Faroese live in small close-knit communities, in which everyone knows each other. This means that many parents and teachers had relationships or mutual associations before they created a parent-teacher relationship. This may be good, as much research has shown that “positive connections between parents and teachers have been shown to improve children’s academic achievement, social competencies and emotional well-being”[i].

Conversely however, if a teacher harbors negative perceptions of a student’s parents, this can lead to (sometimes unconscious) stigmatization of certain children through biased teacher-student interactions possibly resulting in lower grades. For instance, the interviewee mentioned an instance in which the daughter of a known shoplifter in the Faroe Islands received stricter teaching in which it was harder for her to pass her assignments just because her last name was associated with her dad’s criminal record. Similarly, in one another instance recollected, the daughter of a beloved teacher completed high school with minimal effort due to the positive associations teachers had with her dad. Furthermore, adding to the bias problem related to pre-existing negative perceptions between teachers and parents, Witte finds that small and less densely populated communities, such as those found in the Faroe Islands, experience lower quality parent–teacher relationships than big cities, which she speculated might be due to factors such as less and limited access to partnership-building opportunities and support in rural and town areas compared to big cities[ii].

While primary schools are very accessible, with many of them throughout the various villages or even teachers traveling to kids’ homes, there are less options for gymnasium, which means students and parents have to travel greater distances to go to school or interact with teachers, potentially leading to lower attendance rates and contributing to academic difficulties, or making it less likely for parents to attend ceremonies which involve them in their child’s educational upbringing. Therefore, the nature of the small and dispersed communities in the Faroe Islands can affect kids negatively both due to pre-existing negative associations between parents and teachers, as mostly pointed out by the interviewee, as well as due issues such as the distance between schools and families, which can limit parent-teacher time for collaborative, relationship-building meetings.

Reliance on other countries for educational resources

Another main issue pointed out by the interviewees is the reliance of the Faroe Islands on Denmark and the rest of the Nordic community for educational resources and opportunities. One of the most straightforward examples of this reliance is the fact that University of the Faroe Islands (Fróðskaparsetur Føroya, in Faroese), located in the capital city of Tórshavn, only offers 16 bachelor’s degree options. This means that many students seeking a (specific) higher education after high school are forced to move to another country, often mainland Denmark, in order to pursue their choice of studies. For instance, in the academic year of 2016/2017, 1,202 students pursued their bachelor’s degree in Denmark, 173 somewhere else, and only 996 stayed in the Faroe Islands.

The necessity of relocating abroad for educational pursuits may cause disparities in the accessibility of higher education depending on socioeconomic background, as not everyone has the economic and social means to depart from the archipelago and leave friends and family behind in pursuit of advanced studies. This is most evident by the fact that Faroese people get married and have kids very early on. The interviewee pointed out that some of their friends wanted to study medicine abroad with them, but due to starting families right after high school, leaving the country was not a viable option, and thus had to give up their educational dreams and study something more accessible within the archipelago. However, the effects of socioeconomic background on the possibilities for studying abroad in regard to the Faroe Islands are yet to be researched in-depth.

This trend regarding the expatriation of Faroese students has been on the downturn however, as in 2020 1,018 students stayed in the archipelago while only 767 went elsewhere. As recounted by Linda Klein in an article for DR (Danish Broadcasting Corporation), this is most likely due to young people in the Islands starting to see a future at home: the University has added new degree opportunities in recent years, and a new dorm has been built for students of the University of the Faroe Islands, making it easier and cheaper for students to find their own place in the capital. However, even if the trend is in the downturn, the reasons have not been researched in-depth and the number of students who must leave the Faroe Islands to study is still quite significant. Thus, the government needs to continue to ease the difficulty of choice young people face in the Faroe Islands between their home, family, and friends, and the pursuit of higher education for better job opportunities later in life.

Another facet of this reliance on Denmark, other Northern countries and the English-speaking world in general is the fact that little books and other educational materials are written in Faroese, and more recently more English materials have been introduced in the classroom. Danish has for most of recent history been a principal language in the Faroe Islands, with most of the population speaking it fluently, and has so far coexisted without marginalizing and diluting the Faroese language.

However, with the introduction of English into classrooms, there’s a good likelihood that the Faroese are to become a trilingual society, as evidenced already by young people code-switching between Faroese and English in everyday conversations, and sometimes even only speaking in English. If this trend follows them into adulthood, Rakul Skaale Andreasen argues in her thesis that “it might mean that English will replace Faroese in the future”[iii]. Therefore, less and less people speak Faroese as fluently as they used to, which was pointed out by the interviewee when mentioning that kids nowadays have to be reminded of common words such as ‘airport’, as they only remember it in English. This has been shown to have negative effects on people’s sense of belonging, community, and inclusivity, as good proficiency in the national language contributes to these factors[iv].

Ultimately, university students being forced to an extent to move to other countries and thus receive education in a foreign language, as well as the large-scale introduction of school materials in English, violates Faroese people’s right to be taught in their mother tongue, a right stressed in many international human rights documents and conventions such as Universal Declaration of Linguistic Rights and European Charter for Regional or Minority Languages. However, more research into the topic is needed, as well as its effects, with Skaale Andreasen’s thesis offering a steppingstone into this field.

Conclusion

Although education in the Faroe Islands is that corresponding to one of general quality, it has many issues which need to be addressed. Of course, given the fact that the Faroese are small in numbers and the territory is dispersed in various islands, the education system cannot be expected to be perfect with all opportunities larger communities with more people can offer. However, the problems these characteristics give rise to need to be identified in order to minimize them, and whether some of those outlined in this article are anecdotal evidence from first-hand accounts or a symptom of a wider problem remains to be studied. Therefore, in order to make the system as accessible as possible and foster students’ well-being to the maximum extent, more research is needed, as without it, it is way more difficult to pinpoint the problems and address them. In this sense, the lack of research could be argued to be one of the main challenges to an ever-improving Faroese education system, which adapts to the various situations and challenges of the time.

References

[i] Sheridan, S. M. (2018). Establishing healthy parent-teacher relationships for early learning success. Early Learning Network. https://earlylearningnetwork.unl.edu/2018/08/29/parent-teacher-relationships/

[ii] Based on findings by Kushman & Barnhardt, 2001.

[iii] Breum, M. (2020). Færøsk in a nutshell. Truer engelsk færingernes sprog? Uddannelses- Og Forskningsministeriet. https://ufm.dk/uddannelse/videregaende-uddannelse/priser-og-konkurrencer/specialekonkurrence-om-rigsfaellesskabet/2020/faerosk-in-a-nutshell-truer-engelsk-faeringernes-sprog. Article on Rakul Skaale Andreasens’ thesis about the attitude of young Faroese towards Faroese, English and Faroese-English code switching.

[iv] Verbal Planet. (n.d.). The Connection Between Language and National Identity. Retrieved October 29, 2023, from https://www.verbalplanet.com/blog/languages-and-national-identity.asp#:~:text=Language%20as%20a%20Source%20of%20Pride%20and%20Identity%3A&text=Proficiency%20in%20the%20national%20language

Cover Image by Max Fischer via Pexels

Challenges in Guinea’s Education System

Written by Merve Tiregul

Guinea, officially the Republic of Guinea, is a country located on the west coast of Africa with a population of 13.53 million[i]. The region is known for hosting various ancient empires and civilisations, such as the Ghana and the Mali Empire, and a wide range of ethnic groups with historical roots, like the Fulani, Mandinka, and Susu people[ii] [iii] [iv]. In the late 19th century, Guinea came under French control with European powers, particularly France, establishing colonies in the region[v]. Guinea gained independence from France on October 2, 1958, under the leadership of Ahmed Sékou Touré, who became the country’s first president[vi]. It was the only French West African colony to choose immediate independence rather than continued association with France[vii].

However, Touré’s presidency grew to be authoritarian and was marked by political repression, human rights abuses, and economic mismanagement[viii]. Touré’s policies led to the international isolation of Guinea and the country becoming one of the poorest in the region[ix]. Following Touré’s death, the country continued to struggle with poor macroeconomic performance, weak governance structures, and political instability in the 1990s[x]. In 2010, Guinea made considerable progress with a new constitution and democratic elections[xi]. However, the country faced political upheaval with a coup d’état in September 2021, leading to a fluid and unstable political landscape once again [xii]. The remnants of colonialism have left enduring imprints on the nation’s history, politics, and education system, contributing to structural challenges that still persist. Today, Guinea stands as one of the least developed nations globally, and the current political instability poses a substantial barrier to achieving widespread education access within the country [xiii].

While strides have been made to increase access to education, there is still ample room for improvement. Access to quality education is unequally distributed, especially in rural areas, leading to disparities in enrolment rates and learning outcomes. Although primary education for Guinean children is free and compulsory, the country struggles with extremely low enrolment and completion rates [xiv]. This is due to various factors such as economic barriers, traditional gender roles, cultural norms, and lack of infrastructure. This article aims to delve into the educational challenges in Guinea, shedding light on key issues that demand attention.

Lack of Infrastructure

The lack of adequate infrastructure in schools is a great concern in Guinea. Although the Guinean government made promises to increase the budget for education by 20% per international standards, it has been declining since 2020 to 10.2%, getting close to an all-time low [xv] [xvi]. Poorly equipped classrooms, libraries, and sanitation facilities hinder the quality of education and demotivate children from going to school. Many schools face a shortage of essential learning resources such as textbooks, reference materials, and teaching aids. The lack of these resources hampers the effectiveness of teaching and learning processes [xvii].

The lack of infrastructure also has a direct effect on the gender disparity in accessing education. As per the United Nations Children’s Fund, approximately 10% of female children in Africa miss or drop out of school due to not having access to proper restroom facilities during menstruation[xviii]. In fact, following improvements in school sanitation, Guinean girls’ enrolment rates witnessed a 17% increase from 1997 to 2002, demonstrating the crucial role sanitation facilities play in girls’ access to education [xix].

The insufficient infrastructure is particularly pronounced in rural regions making it harder for children to attend school regularly. This issue is particularly critical given that approximately 62% of the population in Guinea resides in rural areas [xx]. The country has a predominantly agrarian economy, with agriculture being a primary source of livelihood for a significant portion of the population. Additionally, Guinea has experienced relatively limited urbanisation and the pace of rural-to-urban migration has been slow. Unfortunately, ensuring universal access to education is significantly more difficult in rural areas where the majority of Guineans live. Schools are usually hard to reach because of long distances and insufficient transportation networks, such as roads and public transportation. Moreover, improving the quality of education proves notably challenging in Guinea’s rural areas. The lack of qualified teachers, adequate classrooms, educational materials, and sanitary facilities poses an even more significant problem in these regions compared to urban areas [xxi].

Quality of Education

The shortage of qualified teachers in Guinea is a pressing concern regarding the quality of education. Many schools, especially in rural areas, face difficulties in recruiting and retaining teachers with proper qualifications. The average classroom consists of 80 students and only one teacher[xxii]. Large student-teacher ratios make it challenging for educators to provide individual attention to students. The Education Systems Analysis Programme report has shown that in 2019, a mere 45% of students who completed primary school demonstrated satisfactory proficiency in reading and only 32% exhibited sufficient skills in mathematics[xxiii]. This data illustrates the importance of the teacher shortage problem given its direct influence on learning outcomes.

Economic Barriers

Economic constraints pose significant challenges to families striving to provide education for their children. A poverty measurement survey conducted by Unicef in 2020 has shown that around half the population of children in Guinea live in poor households [xxiv]. Educational expenses, such as textbooks, uniforms, school supplies, and transportation impede access to education for many Guinean children. Moreover, many families in Guinea rely on agriculture or informal sector activities for their livelihoods. Sending a child to school means diverting labor from economic activities, which can be a significant opportunity cost for families dependent on daily wages.

Economic barriers also have a direct impact on the gender disparity regarding access to education. If a low-income family has both male and female children, they often prefer sending their boys to school while girls stay home to help with chores. Boys are regarded as a better investment than girls and their education is therefore deemed more valuable for low-income families, especially in rural areas [xxv].

Boys in a classroom. Guinea, June 2015, by GPE/Tabassy Baro via Flickr

Gender Disparities

While primary and secondary schools have become more accessible for Guinean girls since the 1980s, gender disparity in education remains a significant challenge in Guinea. When it comes to enrolment and completion rates, especially at the primary and secondary levels, there is a wide gap between boys and girls. In 2012, the rate of completion for primary school among females stood at 61.5% [xxvi]. Regarding secondary school participation, the net enrolment for males was 40.5%, whereas for females, it experienced a discouraging decline to 25.9% in 2016 [xxvii]. As of 2020 data, it was estimated that 37.8% of boys complete lower secondary school in Guinea, whereas the rate is 28.5% for girls [xxviii]. Notably, the disparity in completion rates between boys and girls stands at 9.3, surpassing the Sub-Saharan Africa aggregate gap of 3 [xxix]. When it comes to adult literacy, the gap between men and women stands at 29.9 which is larger than the gap of the Sub-Saharan Africa aggregate, 13. While 61.2% of Guinean men can read and write, the literacy rate is notably lower for women at 31.2%[xxx].

The gender gap in education has a large impact on the employment and financial independence of women. Since 1990, there has been a decline in the participation of women in the labor force in Guinea. In 2022, the participation rate in the labor force was 63.7% for men, whereas it was 41.7% for women [xxxi]. Education and literacy also play a significant role in the social standing of women and the extent to which women are empowered to contribute to and influence key aspects of their family life. In 2018, only 30.4% of Guinean women were involved in making major decisions in the household, such as household purchases, decisions about their healthcare, and visits to family, relatives, and friends [xxxii].

A 2008 research conducted by Tuwor and Soussou on gender discrimination and education in West Africa reveals persistent challenges affecting girls’ education[xxxiii]. These obstacles include cultural beliefs, misinterpretation of religious teachings, parents with limited literacy and education, and economic constraints. Families are often worried that their girls will lose their traditional values and will not make suitable wives if they receive an education. The study suggests that within Sub-Saharan Africa, the society reinforces the idea that a woman’s primary role is within the household and that girls should uphold traditional roles as brides, mothers, and domestic labourers. Due to these cultural norms and gender roles, girls are forced into child marriages, pregnancies, and physical and sexual violence within those marriages which prevent them from going to school [xxxiv]. Data collected by UNICEF from 2008 to 2012 supports this by revealing that 35.6% of female teenagers were married during this period[xxxv]. While the rate of adolescent pregnancies has decreased since 2010, 115 of every 1,000 girls between the ages of 15 and 19 gave birth in Guinea in 2021, which is still 2.7 times more than the world average[xxxvi].

Additionally, household chores, caring for younger siblings, and cooking are other domestic responsibilities expected from girls which hinder their ability to attend school. According to the same study, the concern that their girls might get sexually assaulted or even raped is another reason why Guinean parents are reluctant to send their girls to school [xxxvii]. An empirical research conducted by Coleman in 2017 has revealed that it is, in fact, common for teachers to demand sexual favours from female students for a passing grade with little ramifications[xxxviii]. Overall, traditional gender roles, cultural norms, child marriage, and gender-based violence are all serious obstacles to girls’ access to education.

Conclusion

In conclusion, Guinea faces a wide variety of educational challenges that demand immediate attention and collaborative solutions. In order to achieve universal access to education, it is crucial for the government to address the issues of qualified teacher shortages, inadequate infrastructure,  economic barriers, and gender disparities. As we envision a future where every Guinean child has equal access to quality education, collaborative efforts between government bodies, communities, and international partners become paramount. Increasing the budget for education, investing in teacher training programs, improving infrastructure, and leveraging technology for educational enhancement are essential steps in the right direction. Moreover, the acknowledgment of the unique challenges faced by Guinean girls and women must be at the forefront of educational reforms. Gender-sensitive policies, community engagement, and awareness initiatives are vital components in dismantling barriers and fostering a more inclusive educational landscape. By overcoming these challenges and prioritising education, Guinea can lay the groundwork for innovation, economic growth, and social cohesion, and promise a better future for its youth.

References

[i] World Bank. (2022). Population, total – Guinea. Retrieved January 15, 2024, from https://data.worldbank.org/indicator/SP.POP.TOTL?locations=GN

[ii] The Editors of Encyclopaedia Britannica. (1998, July 20). Ghana | History, Culture & Legacy. Encyclopedia Britannica. https://www.britannica.com/place/Ghana-historical-West-African-empire

[iii] The Editors of Encyclopaedia Britannica. (2023, December 4). Mali empire | History, Rulers, Downfall, Map, & Facts. Encyclopedia Britannica. https://www.britannica.com/place/Mali-historical-empire-Africa

[iv] Guinea | Map, Flag, Population, People, Religion, & Facts. (2024, January 10). Encyclopedia Britannica. https://www.britannica.com/place/Guinea/People

[v] O’Toole, T. E. (2023, June 9). History of Guinea | Events, people, dates, & facts. Encyclopedia Britannica. https://www.britannica.com/topic/history-of-Guinea

[vi] Ibid.

[vii] Schmidt, E. (2009). Anticolonial nationalism in French West Africa: What made Guinea unique? African Studies Review, 52(2), 1–34. https://doi.org/10.1353/arw.0.0219

[viii] Pace, E. (1984, March 28). Ahmed Sekou Toure, a Radical Hero. The New York Times. https://www.nytimes.com/1984/03/28/obituaries/ahmed-sekou-toure-a-radical-hero.html

[ix] Farah, D. (2000, November 9). Leader keeps tight grip on Guinea. Washington Post. https://www.washingtonpost.com/archive/politics/2000/11/09/leader-keeps-tight-grip-on-guinea/c09726c4-1247-471c-880d-3c6c91592178/

[x] United Nations Development Programme. (2017). Country programme document for Guinea (2018-2022). Retrieved December 13, 2023, from https://www.undp.org/sites/g/files/zskgke326/files/2022-10/cpd_guinea_2018-2022.pdf

[xi] Ibid.

[xii] Samb, S. (2021, September 6). Elite Guinea army unit says it has toppled president. Reuters. Retrieved January 15, 2024, from https://www.reuters.com/world/africa/heavy-gunfire-heard-guinea-capital-conakry-reuters-witness-2021-09-05/

[xiii] Samb, S. (2021, September 6). Elite Guinea army unit says it has toppled president. Reuters. Retrieved January 15, 2024, from https://www.reuters.com/world/africa/heavy-gunfire-heard-guinea-capital-conakry-reuters-witness-2021-09-05/

[xiv] The World Bank. (2019). Guinea Education Project for Results in Early Childhood and Basic Education (. Retrieved January 15, 2024, from https://documents1.worldbank.org/curated/pt/292711553199830295/pdf/Project-Information-Document-Guinea-Education-Project-for-Results-in-Early-Childhood-and-Basic-Education-P167478.pdf

[xv] Unicef. (2021). Guinea – Country Office Annual Report 2021. Retrieved January 15, 2024, from https://www.unicef.org/media/117026/file/Guinea-2021-COAR.pdf

[xvi] MacroTrends. (n.d.). Guinea education spending 1991-2023. Retrieved December 12, 2023, from https://www.macrotrends.net/countries/GIN/guinea/education-spending

[xvii] The World Bank. (2019b). Project Appraisal Document: Guinea Education Project for Results in Early Childhood and Basic Education. Retrieved January 15, 2024, from https://documents1.worldbank.org/curated/en/490581562983276735/pdf/Guinea-Project-for-Results-in-Early-Childhood-and-Basic-Education.pdf

[xviii] Coleman, R. (2017). Gender and Education in Guinea: Increasing accessibility and maintaining girls in school. Journal of International Women’s Studies, 18(4), 266–277. https://paperity.org/p/84185798/gender-and-education-in-guinea-increasing-accessibility-and-maintaining-girls-in-school

[xix] Lafraniere, S. (2005, December 23). Another school barrier for girls: no toilet. The New York Times. Retrieved from http://www.nytimes.com/2005/12/23/world/africa/another-school-barrierfor-african-girls-no-toilet.html?_r=0

[xx] The World Bank. (n.d.). Rural population (% of total population) Guinea. World Bank Open Data. Retrieved December 13, 2023, from https://data.worldbank.org/indicator/SP.RUR.TOTL.ZS?locations=GN

[xxi] Unicef. (2021). Guinea – Country Office Annual Report 2021. Retrieved January 15, 2024, from https://www.unicef.org/media/117026/file/Guinea-2021-COAR.pdf

[xxii] Three ways people are improving education in Guinea. (2017). The Borgen Project. Retrieved January 15, 2024, from https://borgenproject.org/education-in-guinea/

[xxiii] Unicef. (2021). Guinea – Country Office Annual Report 2021. Retrieved January 15, 2024, from https://www.unicef.org/media/117026/file/Guinea-2021-COAR.pdf

[xxiv] Ibid.

[xxv] Coleman, R. (2017). Gender and Education in Guinea: Increasing accessibility and maintaining girls in school. Journal of International Women’s Studies, 18(4), 266–277. https://paperity.org/p/84185798/gender-and-education-in-guinea-increasing-accessibility-and-maintaining-girls-in-school

[xxvi] Ibid.

[xxvii] UN. (2016) UN data. Retrieved from https://data.un.org/CountryProfile.aspx?crName=GUINEA

[xxviii] UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Retrieved December 12, 2023 from https://apiportal.uis.unesco.org/bdds.

[xxix] Ibid.

[xxx] Ibid.

[xxxi] International Labour Organization. “ILO Modelled Estimates and Projections database (ILOEST)” ILOSTAT. Retrieved December 12, 2023, from https://ilostat.ilo.org/data/.

[xxxii] Demographic and Health Surveys (DHS). (n.d.). Women participating in the three decisions (own health care, major household purchases, and visiting family) (% of women age 15-49). Retrieved December 14, 2023, from https://genderdata.worldbank.org/countries/guinea/#:~:text=28.5%25%20of%20girls%20and%2037.8,%2DSaharan%20Africa%20aggregate%2C%203

[xxxiii] Tuwor, T., & Soussou, M. (2008). Accessing pupil development and education in an inclusive setting. International Journal of Inclusive Education. 12(4), 363-379.

[xxxiv] Ibid.

[xxxv] UNICEF World Summit for Children. (2016). Plan of action for implementing The world declaration on survival, protection and development of children in the 1990s. Retrieved from http://www.unicef.org/wsc/plan.htm#Basic

[xxxvi] United Nations Population Division, World Population Prospects

[xxxvii] Coleman, R. (2017). Gender and Education in Guinea: Increasing accessibility and maintaining girls in school. Journal of International Women’s Studies, 18(4), 266–277. https://paperity.org/p/84185798/gender-and-education-in-guinea-increasing-accessibility-and-maintaining-girls-in-school

[xxxviii] Ibid

Cover Image: “A classroom in session at Kigneko School; Dabola Area, in Guinea.” by GPE/Adrien Boucher via Flickt

Проблемы образования в Казахстане

Бьёрн Лаурин Кюн

Казахстан – быстро развивающаяся страна в Центральной Азии, которая за последние годы добилась значительного прогресса в развитии образования. Тем не менее, страна по-прежнему сталкивается с рядом проблем, которые необходимо решить, чтобы повысить качество образования и предоставить лучшие возможности для своих граждан. В данном отчете рассматриваются проблемы образования в Казахстане, их причины и возможные решения.

Проблемы образования и их решения на уровне начальной школы:

Во-первых, начальное образование в Казахстане охватывает первые четыре года обучения в школе. Одной из серьезных проблем, стоящих перед начальным образованием в Казахстане, является низкое качество преподавания. Согласно докладу ЮНЕСКО, многие учителя не обладают необходимыми навыками для обеспечения качественного образования, что приводит к низким результатам обучения, которые оказывают значительное влияние на страну (UNESCO, 2019). Кроме того, не хватает современных учебных материалов, особенно в сельской местности, где многие школы не имеют доступа к современному оборудованию и ресурсам. Устаревшие учебные программы также упоминаются в качестве серьезной проблемы для начального образования в Казахстане (Karatayeva et al., 2019).

OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, PISA, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264267510-en.

Отсутствие доступа к современному оборудованию и средствам сыграло решающую роль во время пандемии COVID-19, когда после всплеска инфекций были введены общенациональные ограничения. В последующие месяцы была введена строгая изоляция, что негативно сказалось на системе образования в Казахстане (Marteau, 2020). Это можно увидеть на следующем графике:

World Bank Blogs. Post-COVID education in Kazakhstan: Heavy losses and deepening inequality. Retrieved from: https://blogs.worldbank.org/europeandcentralasia/post-covid-education-kazakhstan-heavy-losses-and-deepening-inequality

В связи с этим, чтобы решить проблемы начального образования, правительство реализовало несколько инициатив. В 2011 году были запущены программы “Новое гуманитарное образование” и “Новая школа”, направленные на повышение качества начального образования (Nurmukhametov, et. al, 2015). Эти программы были направлены на внедрение современных методов обучения, современных учебных материалов и новых учебных программ, отражающих современные тенденции и требования, чтобы предотвратить стагнацию в стране и ее системе образования. Правительство также инвестировало в программы подготовки учителей для повышения квалификации преподавателей с целью дальнейшего улучшения качества системы образования в Казахстане.

Однако, несмотря на эти усилия, между городскими и сельскими районами существует значительное неравенство в качестве образования, которое усилилось после COVID-19. В сельских районах качество образования ниже, так как многие школы не имеют необходимого оборудования, материалов и квалифицированных учителей. В связи с этой сохраняющейся проблемой правительство запустило несколько инициатив по устранению этих различий, в том числе программу “Новая деревня”, которая направлена на повышение качества образования в сельской местности (Yakavets & Dzhadrina, 2014). Программа предусматривает финансирование строительства новых школ, восстановление существующих школ и обучение учителей. Это крайне важно для системы образования Казахстана, поскольку большинство граждан проживает в сельской местности, расположенной вдали от развитой инфраструктуры, и, таким образом, сильно зависит от образовательных программ, предлагаемых правительством.

Проблемы образования и их  решения на уровне среднего образования:

Среднее образование в Казахстане охватывает классы с пятого по одиннадцатый. Качество преподавания в средних школах в целом выше, чем в начальных. Однако учебные программы устарели и не отражают современных тенденций и требований, которые развиваются быстрыми темпами под влиянием глобализации и развития технологий. Последствия устаревшей учебной программы, используемой во многих казахстанских школах, заключаются в том, что учащиеся не получают достаточной подготовки для современной рабочей среды. Обновление учебной программы и обеспечение ее соответствия потребностям современной экономики может быть достигнуто путем привлечения отраслевых экспертов к ее разработке и предоставления учителям необходимой подготовки для эффективного преподавания (Rakhimova & Gabdulhakov, 2018).

Кроме того, существует нехватка квалифицированных учителей, особенно в сельской местности, что, по сути, создает те же проблемы, что и в системе начального образования (Karatayeva et al., 2019).

Для решения этих проблем правительство запустило несколько инициатив. В 2018 году была запущена программа “Цифровой Казахстан”, направленная на модернизацию образования и внедрение цифровых технологий в учебном процессе. Программа направлена на предоставление учащимся доступа к цифровым ресурсам, такими как электронные книги и платформы онлайн-обучения. Правительство также инвестировало в программы подготовки учителей для повышения квалификации преподавателей и привлечения квалифицированных преподавателей в сельские районы, чтобы обеспечить более доступные источники образования для тех, кто живет в сельской местности Казахстана.

Проблемы образования и их решения на уровне высшего образования:

Высшее образование в Казахстане сталкивается с такими проблемами, как нехватка квалифицированных преподавателей, устаревшие учебные программы и отсутствие академической свободы. Коррупция и академический плагиат также являются распространенными проблемами в системе высшего образования страны, что пагубно сказывается на академических и профессиональных перспективах трудоустройства казахстанцев (Karatayeva et al., 2019).

Для решения этих проблем правительство запустило несколько инициатив. В 2010 году была запущена программа “Модернизация высшего образования”, направленная на повышение качества высшего образования в Казахстане (Yakavets & Dzhadrina, 2014). Эта программа была направлена на привлечение более квалифицированных профессоров, повышение качества исследований и модернизацию учебных программ для общего улучшения образования в университетах. Правительство также инвестировало в развитие цифровых технологий в высшем образовании и создание новых университетов, чтобы сделать образование еще более доступным.

The Borgen Project. Education in Kazakhstan (2015). Retrieved from: https://borgenproject.org/education-kazakhstan/

Однако, несмотря на эти усилия, проблемы в сфере высшего образования продолжают существовать. Нехватка квалифицированных преподавателей по-прежнему является серьезной проблемой, особенно в научно-технических областях, которые приобретают все большее значение в условиях глобализации. Кроме того, учебные программы в некоторых университетах все еще устарели и не отражают современных тенденций и требований двадцать первого века. Кроме того, в системе высшего образования страны распространены коррупция и академический плагиат.

Финансирование – еще одна проблема, особенно заметная в высшем образовании, которую необходимо решить в секторе образования Казахстана. Несмотря на то, что правительство увеличило инвестиции в образование, финансирование высшего образования все еще ограничено по сравнению с другими странами. Увеличение инвестиций в образование и изучение альтернативных источников финансирования, таких как частные инвестиции и международная помощь, могут решить эту проблему (Sultanbekova & Turgunova, 2018).

Проблемы образования в Казахстане: Возможные решения

Можно сделать вывод, что Казахстан добился значительного прогресса в развитии образования, но все еще существует ряд проблем, требующих решения. Решение этих проблем потребует согласованных усилий со стороны правительства, педагогов и других заинтересованных сторон в сфере образования. Совместными усилиями Казахстан сможет повысить качество образования и предоставить лучшие возможности для своих граждан. Для решения проблем в системе образования можно предпринять несколько шагов. Правительство должно увеличить свои денежные инвестиции в образование. Бюджет страны на образование должен быть увеличен, чтобы обеспечить достаточное финансирование для строительства новых школ, восстановления существующих школ и предоставления современных учебных материалов.

Библиография:
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  • Nurmukhametov, N., Temirova, A., & Bekzhanova, T. (2015). The problems of development of distance education in Kazakhstan. Procedia-Social and Behavioral Sciences, 182, 15-19.
  • Rakhimova, A., & Gabdulhakov, R. (2018). The challenges of modernizing the educational system of Kazakhstan. Journal of Education and Practice, 9(6), 23-29.
  • Sultanbekova, S., & Turgunova, L. (2018). Education financing in Kazakhstan: Challenges and solutions. European Journal of Education Studies, 5(5), 28-38.
  • UNESCO. (2019). Education in Kazakhstan. Retrieved from: https://en.unesco.org/countries/kazakhstan/education
  • World Bank. (2018). Kazakhstan Education Sector Assessment. Retrieved from: https://www.worldbank.org/en/country/kazakhstan/publication/kazakhstan-education-sector-assessment
  • Yakavets, N., & Dzhadrina, M. (2014). Educational reform in Kazakhstan: Entering the world arena. Educational reform and internationalisation: The case of school reform in Kazakhstan, 28-52.
  • Zhanar, B. (2020). Modernization of Education in Kazakhstan: An Analysis of Successes and Failures. Journal of International and Comparative Education, 9(1), 49-61.

Navigating Educational Challenges in Mauritania

Written by Laraib Ahmed

Geographical and Historical Context

Situated in the northwest of Africa, Mauritania is a nation known for its rich cultural legacy and expansive desert landscapes. The country, which has the Atlantic Ocean to the west, is well-known for its vast dunes of the Sahara and its breathtaking natural beauty. Mauritania’s cultural identity has been profoundly influenced by a diverse range of historical civilisations, such as the powerful Almoravid dynasty and the Berber empires. In addition, the nation’s history is marked by the intricate interaction of trade routes and nomadic customs, which highlights its crucial function as a link between sub-Saharan Africa and the Arab world[i].

Educational Endeavors in a Challenging Context

Mauritania’s educational system has become essential for preserving the country’s intellectual capital and advancing its socioeconomic growth in the face of this geographic and historical context. Notwithstanding the difficulties presented by its arid landscape and ancient nomadic customs, the country has achieved significant progress in elevating education to the top of the priority list. Acknowledging that education can change people’s lives, Mauritania has set out to improve access to high-quality education, promote inclusivity, and close the gaps in educational attainment among its different groups. To empower its people and promote sustainable development, Mauritania is still working toward creating a dynamic and inclusive educational environment incorporating its historical and geographical legacies.

Challenges in the Educational System

Tucked away amid the great and harsh reaches of the Mauritanian desert, the country’s educational system faces a wide range of challenging obstacles. These challenges highlight the complex and multidimensional environment that obstructs the country’s educational advancement, from the enduring problem of low enrollment rates to the intricate web of gender imbalances. The path to education in Mauritania is paved with a convoluted mix of obstacles, each of which poses severe and distinct difficulties that require immediate attention and coordinated efforts to overcome. These issues are felt in remote areas and quickly changing metropolitan areas, underscoring the necessity of an all-encompassing strategy to solve the nationwide educational gaps.

Gender Imbalance and Access to Education

According to data on literacy rates, Mauritania’s total literacy rate dropped significantly over the previous few years, from 96% in 2015 to 87% in 2021[ii]. This worrying trend may indicate problems with the nation’s educational system. This decreasing track highlights the need for a thorough analysis of the variables contributing to this decrease and calls into question the effectiveness of educational policies and programs implemented during this time.

The notable difference in the literacy rates of males and females further highlights gender gaps in the educational landscape. The 62% female literacy rate in 2020 and the 72% male literacy rate in 2021 demonstrate the ongoing difficulties in providing women and girls with equal access to school.[iii] Targeted actions are required to remove the cultural and sociological hurdles that prevent women from pursuing higher education and limit their ability to develop socioeconomically in light of this imbalance.

Importance of Adult Education

In addition, the stated adult total literacy rate of 67% in 2021 raises the possibility that improved adult education programs and lifetime learning initiatives will require coordinated efforts.[iv] Improving adult literacy rates can be achieved by strongly emphasising education for adults. This will help create a more knowledgeable and skilled workforce that can propel the country’s socioeconomic growth.

Efforts to Address Low Enrollment Rates

In Mauritania, low enrollment rates—particularly common in rural areas and among underprivileged communities—remain a major obstacle to the growth of education. Many young people’s access to high-quality education is hampered by the lack of accessible schools and families’ financial struggles. Consequently, a great deal of kids and teenagers miss out on the opportunity for education to change their lives. The government of Mauritania is actively stepping up efforts to address the underlying causes of low enrollment rates, realising the seriousness of the situation. To ensure that no child is left behind in their pursuit of knowledge and empowerment, the government has launched extensive awareness programs, offered scholarships, and emphasised the necessity of creating more accessible schools.

Gender Disparities and Social Hurdles

Furthermore, the data pertaining to Mauritania’s educational system presents a clear picture of the country’s difficulties. The percentage of kids who don’t go to school is a crucial sign of the education gap since it shows how many young people are currently shut out of the educational system and don’t receive the life-changing benefits of education. In Mauritania, a worrying trend is shown compared to 33% of male children of secondary school age, nearly 40% of female adolescents are not enrolled in school.[v] Additionally, the data shows a notable difference in the enrollment rates of children of secondary school age between the wealthiest and poorest parts of the population. This discrepancy highlights the more general socioeconomic issues that interact. This discrepancy highlights the more general socioeconomic issues that impact education and calls for all-encompassing solutions to close the achievement gap and guarantee fair access to education for all groups in society.

Empowerment of Girls and Women

Due to ingrained social mores and cultural traditions that discourage women from pursuing higher education, gender imbalance in Mauritius’ educational system continues to be a problem. A cycle of educational inequality is perpetuated by the persistence of these impediments, which lead to notably lower enrollment rates and higher dropout rates among girls. The government has launched several policy efforts to remove these obstacles and create an inclusive learning environment for people of all genders to solve this urgent issue. Mauritania is actively working to empower girls and create a more equitable educational landscape by implementing comprehensive awareness campaigns, community engagement activities, and safe and friendly learning environments. These initiatives, which comply with the law, aim to create a supportive atmosphere that promotes female involvement and guarantees that every student has equal access to a high-quality education and the chance to reach their full potential.

Complexities in Achieving Educational Equality

Disparities in test scores and educational attainment still exist despite significant success in raising the number of girls enrolled in schools. This difference is caused by a number of underlying causes, such as early births and marriages that force girls to leave school early, which negatively affects both their own and their children’s health and cognitive development. A 2023 UN report[vi] revealed that the primary barrier to girls’ empowerment is the high percentage of females dropping out of school (18%) and child marriages (39%) caused by adolescent pregnancies. Women continue to participate in the labour force at a disproportionately low rate, with the majority of them working in the unorganised sector. They also encounter major obstacles regarding business, financing availability, and land and property ownership. In addition, financial limitations, job insecurity, and land rights restrictions make it harder for Mauritanian women to advance professionally and support the country’s economic growth[vii]. To effectively address these complex issues, comprehensive plans that provide educational opportunities while enabling women and girls to break down social and cultural barriers and take an active role in the socioeconomic development of their country are needed.

Efforts to Modernise the Educational System

Several issues, such as inadequate financing, outmoded teaching practices, and a lack of trained teachers, contribute to Mauritania’s low level of education. The government is putting a lot of emphasis on developing relevant and interesting curricula, integrating cutting-edge teaching technologies, and giving educators opportunities for ongoing professional development because it recognises the urgent need to modernise the educational system.

Mitigating Socioeconomic Limitations

Additionally, in keeping with the guidelines provided by the legal framework, learning resource and educational infrastructure investments are being given top priority to encourage students’ critical thinking, creativity, and holistic development and make sure that the educational system gives them the information and abilities they need to succeed in a world that is changing quickly. Moreover, Mauritanian society’s socioeconomic limitations—such as widespread poverty and unstable finances—create significant obstacles to obtaining and finishing education. In response, the government launched specialised social welfare programs to help low-income families with their financial responsibilities by offering financial aid, scholarships, and vocational training.[viii]

Investing in Educational Infrastructure

Under the legal framework, cooperative efforts with community organisations seek to mitigate financial limitations so that the most disadvantaged members of society can continue their educational aspirations.

Insufficient infrastructure for education, especially in isolated areas, poses a significant challenge to the efficient provision of top-notch education throughout Mauritania. Inadequate classrooms, libraries, and technology resources hinder students’ learning experience and restrict their access to contemporary teaching methods. The government is concentrating on long-term investments in educational infrastructure, focusing on building well-equipped schools, incorporating state-of-the-art teaching tools, and creating thorough maintenance protocols to address this difficulty.

The Road to Inclusive Education

As per the regulatory framework’s criteria, these efforts aim to guarantee the sustainability of educational institutions and close the digital gap between urban and rural locations, giving every student an equal chance to progress in their education. Ultimately, Mauritania attempts to tackle the various issues in its education sector by encouraging cooperation and carrying out targeted initiatives. As a foundation for its people’s future prosperity and equity, Mauritania hopes to develop a strong and inclusive educational environment through collaborations with international organisations, local communities, and the government. Mauritania hopes to establish an educational ecosystem that empowers its people and promotes wealth and sustainable development for future generations by prioritising teamwork and all-encompassing interventions.[ix]

References

[i] Gerteiny, A. G., Deschamps, H. J., Toupet, C. H., & Stewart, C. C. (2023, October 2).

[ii] World Bank Open Data. (n.d.). World Bank Open Data.

[iii] OHCHR. (2023). Mauritania: Despite progress, women and girls’ lives are still being sacrificed, UN expert says.

[iv] World Bank Open Data. (n.d.). World Bank Open Data.

[v] World Bank Open Data. (n.d.). World Bank Open Data.

[vi] OHCHR. (2023). Mauritania: Despite progress, women and girls’ lives still being sacrificed, UN expert says.

[viii] World Bank Group. (2020b). Mauritania: Improving education to foster social cohesion and support economic development.

[ix] Mauritania commits to reinforcing the right to education in national frameworks. (2023, April 20).

Cover Image “A teacher in class with her students” by GPE/Kelley Lynch via Flickr

Educational Challenges in Laos

Written by Uzair Ahmad Saleem

Laos is a landlocked Southeast Asian country with a population of approximately 7.2 million people. It is one of the world’s least developed countries, ranked 139th out of 189 in the Human Development Index. The progress and wellbeing of the people and country depend heavily on education, but it faces many obstacles, particularly in early childhood education (ECE) and Primary education.

Early Childhood Education

Early childhood education (ECE) is the first phase of formal education for children aged 3 to 5. It attempts to prepare children for primary school by providing the foundation for their cognitive, social, emotional, and physical development. ECE in Laos, however, has low enrollment and completion rates, particularly for kids in isolated and underprivileged communities who frequently do not speak Lao, the official language of instruction.

According to the most recent Ministry of Education and Sports (MoES) data, just 44.6% of children aged 3 to 5 years old were enrolled in ECE programs in 2019-2020, with only 37.4% completing them. Children from ethnic minority groups had lower enrollment and completion rates (32.8% and 26.7%, respectively), as did children from rural areas (40.8% and 33.8%, respectively) and poor households (36.9% and 30.1%, respectively).

One of the primary reasons for inadequate access to ECE is a shortage of ECE facilities and skilled teachers in distant and underprivileged communities. In 2017, just 28% of communities had an ECE centre, and only 18% of ECE teachers had received formal training, according to a UNICEF report. Furthermore, many ECE centres lacked basic infrastructure, such as water, sanitation, hygiene facilities, teaching-learning materials, and child-friendly surroundings.

Another factor contributing to inadequate access to ECE is a lack of understanding and demand among parents and caregivers, who frequently do not comprehend the benefits of ECE for their children’s development and learning outcomes. Many parents struggle to send their children to ECE centres owing to distance, cost, language problems, cultural norms, or household obligations.

To address these issues, UNICEF and other development partners are collaborating with MoES to broaden the Community-Based School Readiness Programme (CBSR) into rural areas not Lao-speaking and other educationally underprivileged communities. The CBSR program gives children access to high-quality ECE opportunities through community-based learning centres or at home, with the help of qualified facilitators and volunteers. As part of its parenting education component, the program teaches parents and other caregivers how to support their children’s learning and development at home.

Furthermore, UNICEF and other development partners are assisting the MoES in improving the pre-primary curriculum and ECE quality standards and developing and implementing a national ECE costed action plan. The goal is to provide all children with access to high-quality early childhood education programs aligned with the national curriculum framework and fulfilling minimal quality criteria. The action plan also includes methods for increasing the quantity and quality of early childhood educators and school principals and providing enough teaching-learning materials.

Primary Education

The second level of formal education, primary school, is for children between 6 and 10 years old. Its goal is to equip children with fundamental reading, numeracy, science, social studies, arts, physical education, and life skills. Laos’ primary education system, however, is inefficient and of low quality, contributing to high rates of repeat and dropout and subpar academic results for children.

According to the most recent MoES data, just 84.5% of children aged 6 to 10 were enrolled in primary school in 2019-2020, with only 76.9% completing it. The enrollment and completion rates were lower for girls (83.1% and 75.4%, respectively), for ethnic minority groups (77.9% and 69%, respectively), for rural areas (82.5% and 74.4%, respectively), and for poor households (79.1% and 70.7%, respectively).

One of the key reasons for the low quality and efficiency of primary education is that many children, particularly those from distant and underprivileged communities, have limited access to quality ECE programs. This has an impact on their preparation for primary education since they frequently lack the required language, cognitive, social, and emotional skills. As a result, many students fail to meet the curriculum’s expectations, repeat grades, or drop out of school.

Another cause of primary education’s low quality and efficiency is teachers’ and principals’ limited capacity and skills and a lack of pedagogical support and teaching-learning materials. In 2017, only 54% of primary teachers had received formal training, according to a UNICEF assessment. In addition, many teachers had to deal with issues including high class numbers, teaching multiple grades at once, a variety of languages, poor motivation, low pay, and little supervision.

A third reason for the low quality and efficiency of primary education is the low learning outcomes of students in literacy and numeracy skills. According to the most recent findings of the Southeast Asia Primary Learning Metrics (SEA-PLM) assessment, which was done in 2019 among Grade 5 pupils in six Southeast Asian nations (Cambodia, Lao PDR, Malaysia, Myanmar, Philippines, and Vietnam), Laos placed lowest in both reading and maths. Only 18% of Laotian students met the minimal reading proficiency level, and only 12% met the necessary mathematics competence level. These findings suggest that many Laotian kids are not acquiring the necessary knowledge and abilities for future schooling and life.

In order to overcome these difficulties, the MoES is collaborating with UNICEF and other development partners to strengthen the primary curriculum and provide Pedagogical Advisors and teacher training. The goal is to improve the quality and relevance of the curriculum and increase teachers’ and administrators’ capacity and abilities in child-centred pedagogies, assessment, and school management. The Pedagogical Advisors are certified teachers who regularly coach and advise other teachers in their schools and districts.

Furthermore, UNICEF and other development partners are assisting the Ministry of Education in promoting safe and enjoyable learning settings, including adequate water, sanitation, and hygiene facilities. The objective is to guarantee that every child can access well-maintained, kid-friendly schools that promote their health, hygiene, and general wellbeing. Activities to raise awareness and prevent violence, bullying, and discrimination in schools are also part of the curriculum.

UNICEF and other development partners also assist the MoES in gathering, analyzing, and utilizing data for evidence-based decision-making and policy formation. The objective is to strengthen the planning and monitoring procedures for the education sector as well as to increase the accessibility, usefulness, and quality of educational data at all levels of the educational system. The program also involves assistance in performing national exams, such as SEA-PLM, to assess students’ learning results.

Additionally, the World Bank and the Global Partnership for Education are investing in primary school performance through a $46.9 million project jointly funded by them. By enhancing teacher quality, school infrastructure, learning materials, school grants, student assessments, and information systems, the project intends to improve learning outcomes for almost 450,000 children in Laos.

Conclusion

Education is a fundamental human right and a significant factor in individuals’ and nations’ growth and prosperity. However, education in Laos confronts numerous obstacles, particularly in ECE and primary education, which affect access, quality, and efficiency. To achieve quality education for all children in Laos, the government, development partners, civil society, and communities must move quickly and in concert.

References
  • “Education.” UNICEF Lao People’s Democratic Republic, www.unicef.org/laos/education.
  • “New Project to Improve Primary Education in Lao PDR.” World Bank, 19 Mar. 2021, www.worldbank.org/en/news/press-release/2021/03/17/new-project-to-improve-primary-education-in-lao-pdr.
  • “SEA-PLM 2019 Main Regional Report.” UNICEF East Asia and Pacific, 1 Dec. 2020, www.unicef.org/eap/reports/sea-plm-2019-main-regional-report.
  • Kamiya, Yusuke, and Marika Nomura. “Evaluating the Impact of Early Childhood Education on Child Development in Lao PDR.” International Journal of Early Years Education, vol. 31, no. 1, Routledge, Aug. 2022, pp. 10–30. https://doi.org/10.1080/09669760.2022.2107489.
  • World Bank Group. “Maintaining Economic Stability in Lao PDR.” World Bank, 15 Aug. 2019, www.worldbank.org/en/country/lao/publication/maintaining-economic-stability-in-lao-pdr.

Cover Image “Happy children in a primary school in Lao PDR” by GPE/Stephan Bachenheimer via Flickr

Challenges Facing the Education System in Senegal

Written by Ruth Lakcia

Education is a fundamental right for all humans around the globe. Regardless of one’s economic or social status,  they should be able to have access to Education. Even though this seems obvious and like common knowledge, it is not the reality for many Senegalese.

Senegal’s history of investing in education and engaging stakeholders in sector dialogue marks the government’s commitment to building a strong education system. Based on the 2019 PASEC assessment, many Senegalese students acquire basic competencies by the end of primary education, but 25% lack minimum proficiency in reading and 35% in math. Significant socioeconomic, rural-urban and regional disparities call for a more equitable and inclusive education system. While minimal learning differences are observed among girls and boys at the primary level, gender disparities emerge in secondary education, with more girls dropping out of school than boys.

Lack of enough qualified teachers

The education system in Senegal faces many challenges, such as a lack of qualified teachers, inadequate equipment and infrastructure, low-quality teaching and assessment, social inequalities and regional disparities. The government is trying to reform and modernise the education sector through various programs and partnerships with international organisations such as UNESCO or UNICEF.

Household poverty in Senegal still has work to do, with only a little over. Educational marginalisation has become a burning issue in Senegal, one of the poorest countries on the planet. About 34% of people in Senegal live on less than US $ 1.25 per day, with an average per capita income of $121 per month (Ibrahima, 2014). The results of the Harmonized Survey on Household Living Conditions (2018/2019) show that the incidence of individual poverty in Senegal is 37.8%. The country is still lagging behind in education. A large part of the population does not have easy access to education and remains marginalised from formal education, with an enrollment rate of 86.4% (ANSD, 2020). Many factors contribute to the exclusion of many young people from the education system, including gender and ICT. Furthermore, languages, particularly the English language, play a role in educational marginalisation in Senegal. What comes next is a brief introduction to the roles of gender, ICT and English in promoting or reducing educational marginalisation in Senegal. 17% gross preschool enrollment rate, but more importantly, dramatically improving quality.

Repetition and dropout in primary school

The overall financial cost of repetition and dropout in Senegal is on an upward trend due to a higher rate of both repetition and dropout. Over the 2012-2015 period, repetition and dropouts represented 13.72% of the expenses incurred by the government. This phenomenon can be explained by several factors, one of which is limited access to quality preschool education.  Senegal still has work to do, with only a little over 17% gross preschool enrollment rate, but more importantly, it needs to improve the quality of education. 

Impact of Covid-19

The pandemic caused by the SARS Covid-19 came to monitor investments made not only in the health sector but also in education and, above all, in the higher education subsystem. The pandemic led governments to close university campuses and suspend face-to-face classes for a considerable period to prevent the virus contamination from spreading. Some countries with the distance learning modality in their school curricula were forced to make it a strategy, intensifying them with the aim of reducing the pedagogical damage that was felt due to the COVID-19 pandemic.In Senegal, the COVID-19 pandemic and national school closures temporarily disrupted the education of 3.5 million learners and the 1.5 million children already out of school, and the dropout rate doubled.

Gender inequality in school

Despite the existence of government programmes- like free public school education until age 16 and the Girls’ Education Support Project, which provides school uniforms- the cost of schooling is still an obstacle for many families. They have to pay for learning materials and transport to school.

We also found a preference to educate boys over girls. In households with limited finances, boys are more likely to be sent to school even if girls would like to go.

Deep-seated cultural beliefs and practices – such as female genital mutilation, forced child marriages and early pregnancies – also prevent some girls from making progress in school. They, therefore, lag in education and wellbeing.

Conclusion

In conclusion, Senegal’s government, therefore, is responsible for extending better social services in schools and hospitals to facilitate development in those areas and hence improve people’s living standards and education for poor kids.

As the government seeks to alleviate the effects of the lockdown brought about by the COVID-19 pandemic, emphasis should be placed on ensuring that systems that are supposed to protect girls and women from child marriages are not compromised. The WASH program has provided 1,884 students access to hygiene and sanitation facilities in 26 schools, of which four were equipped with a menstrual hygiene management system. 1,776 students in 12 schools benefited from the availability of drinking water, which has reduced wash problems in Senegal and their schools.

References

Cover Image by Victor Rutka on Unsplash

Educational Challenges in Croatia

Written by Riccardo Armeni

Croatia is a Southeastern-European country that is part of the Balkan region. It declared its independence from the war-torn and now-dissolved SFRY (Socialist Federal Republic of Yugoslavia) in 1991, beginning decades of rebirth. The Republic of Croatia borders Slovenia, Hungary, Serbia, Bosnia and Herzegovina, and Montenegro, whereas the Adriatic Sea covers its whole western side. From an etymological perspective, the country derives its name from an ancient version of Slavic and roughly translates to ‘guardian’ or “one who guards” (Matasović, 2019). As previously mentioned, after the dissolution of Yugoslavia and the formation of several sovereign states, Croatia has begun a period of renaissance that is still going on to this day, primarily focused on promoting tourism, with the industrial and agricultural sectors largely contributing to the national economy.

This economic resurgence, however, does not go hand-in-hand with other aspects of societal development. Although the sparkling docks of Dubrovnik, known as “Venice-on-the-sea”, or the festive and colourful islands of Hvar and Pag may fascinate people, they may also blind them from the evident challenges that Croatia hides in its educational system. Unsuccessful policy developments, the worrying state-of-affairs of some regions and the inevitable effects of Covid-19 concocted a lethal cocktail that left the institutional context for education in subpar conditions.

Photo by CDC on Unsplash.

REFORMS AND POLICY DEVELOPMENTS

Croatia has developed an initiative called the National Plan for the Development of Education and Training that has been implemented in the past years and it is supposed to last until 2027. It is a comprehensive approach to the challenge-riddled education system present in the country, where 10 goals have been set and actions have been taken in order to satisfy said goals (European Commission, 2023). The majority of these revolve around all-access to early levels of education like preschool and primary ones, with improvements in efficiency, effectiveness and overall process quality. Others are concerned with themes of inclusivity and fairness, with the aim of fostering comprehensive environments as a way to ameliorate the current state of inequalities.

Special children are also taken into consideration, both ones with disabilities and those with special talents, where the government has promised to create a platform that tailors the support to their needs and their talents. Lastly, the final goals target Croatian students that live abroad, with the intention of aligning their professional opportunities with the national curriculum, as well as the implementation of ICTs throughout the entire educational hierarchy in order to advance the current level of digital literacy and augment the quality of the processes by utilizing technology. The general idea is that resource allocation, strategic planning and most importantly collaboration among stakeholders are the fundamental pillars on which this national plan is based on: as a consequence, implementation remains the real issue (European Commission, 2023).

THE REGION OF SLAVONIA

Slavonia is a historical region that extends towards the north-eastern part of the country; once a prosperous and fertile region, it was devasted during the war and has struggled to recover since then. Regrettably, Croatia’s public administration has shown negligence towards the region in terms of economic support: out of the all FDI (foreign direct investment) allocated for the whole Republic of Croatia within the past decade, only a meagre 2% was spent for Slavonia (Brajkovic & Ambasz, 2023). The most concerning aspect of this failed improvement is the disastrous conditions in which the education system was left. What’s even more alarming is the combination of inexistent skillsets and low levels of education displayed by the individuals present in the local workforce; this negative overview is amplified by a number of dispositional factors, such as the elevated emigration of youngsters and skilled workers registered in the region (Brajkovic & Ambasz, 2023).

As previously outlined, the area’s fertility is the primary source of income for the region, with the agri-food industry accounting for almost one third of the overall output for Slavonia; however, only 10% of farmers has received any type of formal training, which is three times lower as compared to the European Union average (Brajkovic & Ambasz, 2023). On the other side of the spectrum, more and more people are dropping out of their tertiary education studies, and consequently even less are getting enrolled at all (Brajkovic & Ambasz, 2023). The prime cause of this trend is that the institutions in the tertiary sector are not aligned with the needs of the workforce at the regional level: this is indicative of a mismatch regarding what is needed by potential students and what is offered from the educational context.

COVID-19

The pandemic generated by the Coronavirus has also been another factor that drastically impacted the progress of education in Croatia. A survey conducted within the first part of 2021 showed how more than half of the students that graduated secondary school within the past three years has said that the pandemic negatively influenced their mental health, including a lower interest in sports and hobbies (Europa, 2021). The most affected dimensions for learners were knowledge, skills attainment, comprehension and motivation. Other negative consequences of the pandemic can be found from the institutional side of education. It has become increasingly difficult for educators to keep students engaged during classes, especially with online learning that formally killed the knowledge spillover that stems whenever individuals are sharing the same space, such as a classroom, throughout the learning process (Europa, 2021).

Covid-19 didn’t only affect the psychological dimensions, but also physical ones, becoming tangible. As an instance, the majority of students said that wearing a mask significantly impacted on their learning experience (Europa, 2021). Moreover, those who barely managed to escape the pandemic’s heavy influence by graduating high school in the summer of 2020 (and therefore received remote learning for little over 2 months), still reported issues with transitioning out of secondary school; whether it was to venture in the labour market or to continue with higher studies, an average of 40% out of the graduating individuals claimed they were not properly prepared for the future (Europa, 2021). Ultimately, there is a huge need of platforms or special programs that accompany teenager learners in their psychological and social needs.

Photo by Compare Fibre on Unsplash.

CONCLUSION AND RECOMMENDATIONS

To conclude, Croatia has been making strides in their efforts regarding improving education, although it is clear that the country is still a long way from achieving a comprehensive network of quality education and overall processes. The National Plan for the Development of Education and Training that was set in motion in recent years is bringing about good adjustments, but collaboration is required from all involved parties in order to smoothen the implementation of said program.

The first step towards obtaining this outcome would be a holistic approach, where the various relevant institutions are coordinated in the implementation of initiatives and programs, with a continuous monitoring in order to identify and correct mistakes. Furthermore, there should be more emphasis placed on the attainment of micro-qualifications, with the support of financing programmes sponsored by state institutions – and a special focus on digital as well as green skills (European Commission, 2023).

Secondly, a bigger interest for the region of Slavonia: the establishment of a regional committee in charge of keeping stakeholders connected and facilitating the coordination of activities at all administrative levels is advised. That area is ripe with possibilities, and with just a little effort from the involved institutions it can aim to become a primary weapon for the economy of Croatia, along with a resurgence of education levels as well as enrolment and graduation targets in the region.

Lastly, the development of platforms that promote social well-being, with a major emphasis on psychological implications that resulted from COVID-19, could be helpful. In addition, remote learning needs some refinement, with increased participation from all the involved stakeholders and support for prolonged use of content, as well as the proposition of new possibilities for blended learning (Europa, 2021).

BIBLIOGRAPHY

BalkanInsight. (2017). Croatia Teachers Protest Over Stalled Education Reforms. Retrieved from: https://balkaninsight.com/2017/06/01/pupils-need-to-develop-skills-croatia-professors-claim-05-31-2017/

rajkovic, L., & Ambasz, D. (2023). Analyzing education outcomes and skills mismatch in Croatia’s lagging Slavonia region. Retrieved from: https://blogs.worldbank.org/europeandcentralasia/analyzing-education-outcomes-and-skills-mismatch-croatias-lagging-slavonia

Eurydice. (2023). Ongoing reforms and policy developments. Retrieved from: https://eurydice.eacea.ec.europa.eu/national-education-systems/croatia/ongoing-reforms-and-policy-developments

Matasović, R. (2019). Ime Hrvata. Croatian Philological Society. Retrieved from: https://hrcak.srce.hr/file/332786

ReferNet Croatia; Cedefop (2021). Croatia: survey confrims impact of COVID-19 pandemic on education. National news on VET. Retrieved from: https://www.cedefop.europa.eu/en/news/croatia-survey-confirms-impact-covid-19-pandemic-education

Educational challenges in Panama

Written by Francisca Rosales

Panama is a country in Central America with a population of approximately 4.2 million people in 2020 (Puertas et al. 2023). Panama has a Human Development Index of 0.815 due to widespread socioeconomic inequality, especially among the country’s indigenous population (ibid.).

The Panamanian education system is divided into different stages: preschool; primary school; pre-secondary school and secondary school. Education is free until middle school (The Oxford Business Group 2023). Despite recent progress in children’s access to education, Panama’s educational system is still facing grave challenges, especially as the quality of the country’s education continues to lag (The Oxford Business Group 2023; UNICEF 2021). There are still great disparities in dropout rates between rural and urban areas, and the number and professional qualification of teachers remains unsatisfactory (The Oxford Business Group 2023). The state budget for education continues to be disappointing (Herrera et al. 2018). In 2020, the Panamanian government only invested 3.9 percent of its GDP in education (Trading Economics 2023). Currently 17.2% of children aged between 15 and 24 are not enrolled in education or employment, entailing that many adolescents lack access to education and to the necessary skills to find an employment (Unicef 2020).

This report highlights educational challenges that Panama is facing at the moment; namely, the lack of quality education and infrastructure, and inequalities in access to education that affect especially rural and indigenous communities. The report concludes with recommendations to improve the Panamanian educational system.

Elementary school in Boquete, Panama. Photo by Fran Hogan on Wikimedia Commons.

Quality of Education & Infrastructure

The quality of education in Panama continues to fall behind (UNESCO 2020). There are not sufficient services at schools to ensure quality education for students, especially in rural and indigenous communities (UNICEF 2021). To illustrate, approximately 30 percent of children do not have access to preschool education (UNICEF 2021). Also, educational infrastructure is deteriorating due to poor maintenance (Herrera et al. 2018). The lack of capacity to accommodate students has led to the introduction of the two-shift school day to optimize school infrastructure (The Oxford Business Group 2023). This strategy entails that one shift of students attends school during the morning, while another shift attends school in the afternoon. However, this has hampered the development of students’ basic skills. The physical infrastructure of schools in rural areas is lower than in urban schools (Unesco 2020). Rural schools face major infrastructure challenges: there is a lack of infrastructure to accommodate the local demand for school; this results in children dropping out of school or forces children to walk for long distances to access their schools. Also, compared to schools in urban centers, schools in rural areas often lack the necessary learning materials, such as textbooks and notebooks (Unesco 2020).

Moreover, the educational style remains old-fashioned, as the curriculum is still based on memorizing concepts rather than developing key competencies and developing skills important for students’ future employability (UNICEF 2021). The lack of enforcement of a bilingual curriculum and, therefore, the lack of proficiency in English has negatively affected students’ preparedness for the labor market, especially in the sector of tourism. As a response, the government implemented a Bilingual Program in 2015, to improve basic and secondary teachers’ proficiency in English (The Oxford Business Group 2023). Furthermore,  schools lack a clear approach to teaching in schools in indigenous communities, which compromises the quality of education for students with an indigenous background. In fact, many teachers teaching in schools in indigenous communities follow non-inclusive educational practices (Unesco 2020). For example, non-indigenous teachers often do not allow students to speak in indigenous languages among themselves, creating tensions in the classroom environment and the current bilingual curriculum fails to include indigenous languages (Unesco 2020). 

Inequalities in Access to Education

According to UNICEF, 3 out of 10 children are affected by multidimensional poverty in Panama (UNICEF 2022). Children living in poverty and children with an indigenous background lack access to quality services (UNICEF 2022). Although preschool education is compulsory, approximately 40 percent of children aged between 4 to 5 years do not attend preschool (UNICEF 2020). Ensuring children’s access to preschool education is essential since the level of oral language kindergarten can have a great impact on a child’s learning outcomes through primary school in reading and writing, as well as mathematics (Puertas et al. 2023). The educational system also does not reach all adolescents to the same extent: only 7 in 10 children aged between 12 and 14 years were enrolled in pre-secondary school before Covid-19, while only 5 in 10 adolescents between 15 and 17 years were enrolled in high school (UNICEF 2020). Consequently, only 35 percent of students reached the minimum proficiency levels for literacy according to the Sustainable Development Goals (UNICEF 2020). Also, 19 percent of boys and 16 percent of girls in pre-secondary schools are overaged; this fact points that unsatisfactory learning leads to school dropout, curtailing the possibility for young adults to acquire the necessary skills for future employability (UNICEF 2020). 

Inequalities greatly affect children with indigenous backgrounds, as indigenous children display lower achievement in literacy and numeracy rates. The indigenous population in Panama mostly lives in rural areas, where the supply of schools is substantially lower, compared to urban areas (Unesco 2020). To illustrate, adolescent girls from indigenous communities are more likely to be excluded from access to education and to complete secondary education and 1 in 10 children from rural areas are more likely to not be enrolled in school (UNICEF 2021; Unesco 2020).  The literacy rate for women from indigenous backgrounds between 15 and 24 years of age is 84 percent, which is lower than the national average (97 percent) (Unesco 2020). Also, schools in indigenous communities have poorer infrastructure and lower school attainment. Violence, including abandonment, or neglect, currently affects 44.5 percent of children, and indigenous girls show higher vulnerability to violence (UNICEF 2020). Children with disabilities also face exclusion in access to education as 1 in 4 children with disabilities does not attend school (UNICEF 2021).

Students’ reading performance greatly decreased after Covid especially due to inequality (Puertas et al. 2023). At the end of 2020, only 51 percent of children in primary schools and 42 percent of high school students could read proficiently (Puerta et al. 2023). A large portion of the population does not have access to internet from home or electricity. In fact, only 40 percent of households with children in public schools have internet access (Puertas et al. 2023). During the Covid lockdow, children from higher-income households could use online platforms, such as Microsoft Teams, to engage with their teachers; however, students in lower-income households often only had WhatsApp as a means of communication with their teachers. Consequently, thousands of students were at risk of dropping out of school during this period (UNICEF 2022).

Photo by Katie Chen on Unsplash.

Conclusion and Recommendations

This report highlights that the major educational challenges in Panama lie in the lack of appropriate infrastructure to ensure that students have access to quality education and social inequality that hinders students from achieving satisfactory educational outcomes. Education is an essential mechanism for development. Thus, the government of Panama must commit to expanding the current budget for education to improve schools’ physical infrastructure and quality to ensure that its population can access the necessary skills and increase its capabilities. Also, it is essential to continue investing in teachers’ capacity building to improve the quality of teaching and develop a curriculum that enables students to develop essential skills for the job market.

The government should also prioritize children from indigenous communities to close the current gap in unequal access to education. The government should invest more in schools in indigenous communities to improve learning outcomes in reading and mathematics among primary school and high school students. This is only possible through the implementation of inclusive policies that take into consideration students’ educational needs and recognize the disproportional exclusion of children with indigenous background from accessing quality education. Ensuring that students with an indigenous background have access to quality education is essential to prevent students from dropping out of school and from being further marginalized from society. 

References

Cubilla-Bonnetier, D., Grajales-Barrios, M., Ortega-Espinosa, A., Puertas, L. and De León Sautú, N. (2023). “Unequal literacy development and access to online education in public versus private Panamanian schools during COVID-19 pandemic”. In Frontiers in Education (Vol. 8, p. 989872). Frontiers.

Herrera M, L.C., Torres-Lista, V. and Montenegro, M. (2018). Analysis of the State Budget for Education of the Republic of Panama from 1990 to 2017. International Education Studies, 11(7), pp.71-82.

Oxford Business Group. (2023). “Panama makes progress towards sustainable education growth”. https://oxfordbusinessgroup.com/reports/panama/2015-report/economy/learning-curve-progress-is-being-made-towards-sustainable-growth-via-a-rising-budget-and-a-push-to-raise-post-secondary-offerings#:~:text=The%20Panamanian%20education%20system%20is,five%2Dyear%2Dold%20children 

Trading Economics. (2023). “Panama – Public Spending on Education”. https://tradingeconomics.com/panama/public-spending-on-education-total-percent-of-gdp-wb-data.html#:~:text=Government%20expenditure%20on%20education%2C%20total,compiled%20from%20officially%20recognized%20sources 

Unesco. (2020). “Rurality and education in Panama”. https://unesdoc.unesco.org/ark:/48223/pf0000374672 

UNICEF. (2021). “All children learn in Palama”. https://www.unicef.org/lac/en/all-children-learn-panama 

UNICEF. (2022). “Country annual report 2022: Panama”. https://www.unicef.org/media/136316/file/Panama-2022-COAR.pdf 

UNICEF. (2020). “Country Programme document”. https://www.unicef.org/executiveboard/media/3176/file/2021-PL9-Panama_CPD-EN-ODS.pdf

Unveiling educational Challenges in Honduras: From History to Pandemic

Written by: Laura Dieterle

The Republic of Honduras, situated in Central America with a population of approximately 9.7 million, operates as a constitutional democracy with a presidential governmental system, facing multifaceted challenges in its educational landscape [1].

Rooted in its colonial history, Honduras grapples with enduring political and systemic issues that significantly impact its education system. Scholars, including Edwards et al. [2], highlight the consequences of postcolonial structures, identifying the privatisation of education as a persistent challenge. This privatisation contributes to disparities in access to education, posing obstacles to achieving equal educational opportunities for all.

Moreover, Honduras remains deeply entrenched in a patriarchal societal framework, perpetuating traditional gender roles. This societal structure manifests in expectations that predominantly confine women to caregiving roles. This entrenched gender bias influences access to education, as women and girls often face discouragement from pursuing higher education or continuing their schooling beyond the basic levels [3].

The aftermath of the COVID-19 pandemic has exacerbated existing educational challenges, bringing to the forefront a range of issues on the country’s social agenda. Notable concerns include heightened school dropout rates across all educational levels, ineffective management within the educational system, insufficient investment in education, and pervasive educational inequalities [4].

Addressing these challenges necessitates a comprehensive and collaborative approach, involving governmental bodies, NGOs, and international partners to develop sustainable solutions. By tackling the historical legacies and systemic issues, Honduras can work towards fostering a more inclusive and equitable education system for its diverse population.

Challenges:

Privatisation and Globalisation

In Honduras, education privatisation faces multifaceted challenges deeply rooted in historical and structural factors. The initial formation of the Honduran State in the late 1890s was marked by significant foreign influence, particularly from the United States. Transnational companies, mainly involved in industries such as bananas and coffee, played a pivotal role in shaping the state apparatus, hindering the emergence of a strong local elite, and contributing to a dependence on foreign aid and markets, which directly influenced the way an educational system emerged [2].

This historical influence has resulted in an economy where foreign capital is utilized to benefit the political party in power, creating a system where privileges are distributed based on party loyalty. The privatisation of education in Honduras has led to an unequal distribution of educational resources, with teaching positions, school buildings, and other benefits being subject to political biases. The political class, rather than strengthening the institutional capacity of the State for public welfare, operates in alignment with the logic of personal and private benefit [2].

The concept of “State failure” in Honduras becomes complex, reflecting the State’s historical lack of capacity to function independently and financial constraints. This challenges the fulfilment of the State’s primary function of public welfare. The combination of historical factors, foreign influence, and political biases has shaped the State’s role in perpetuating a system where clientelism and dependence on foreign actors are taken for granted [2].

Recognising the historical foundations is essential for understanding the challenges posed by education privatisation in Honduras. It reveals deeper historical and structural issues influencing the education system, offering insights into potential avenues for policy change.

In this context, globalisation and capitalist dynamics play a significant role, contributing to the country’s dependence on foreign aid and markets. According to Edwards et al., the challenges in achieving an autonomous and equitable education system stem from the continued influence of historical factors, necessitating a comprehensive approach that addresses root causes rather than merely addressing surface-level issues [2].

While the political landscape in Honduras reflects a system where clientelism and political biases prevail, understanding the interplay of historical legacies, foreign influence, and political dynamics opens pathways for potential policy changes that can lead to a more equitable and autonomous education system in the future.

Patriarchal Structure and its Influence on Education

A huge issue within rural Honduras is the high occurrence of child marriages, which is rooted in visible gender inequality. This is deeply rooted in the patriarchal societal framework in which Honduras can be placed and has a great influence on adolescents [3].

In addressing the challenges faced by adolescents in rural Honduras, the importance of equipping them with life skills, particularly critical thinking, is underscored. Critical thinking is seen as essential for making informed decisions and taking actions based on a deep understanding and analysis of their surroundings. The complex task of promoting social norms reflecting gender equality and combating child marriage within an educational context can be named an educational challenge [5].

An empirical example is the HEY! Intervention, illustrating how critical thinking can be incorporated into the curriculum to tackle gender inequality and prevent child marriage. The study advocates for pedagogies that foster social analysis, change power relations, and challenge oppression, emphasising the role of critical and feminist pedagogies [5].

The implementation of a curriculum aligned with critical thinking principles involves examining assumptions and imagining alternative ways of thinking and acting. Creating a classroom community where boys and girls engage in dialogue and act as critical mirrors is pivotal to inducing cognitive dissonance and making sense of inconsistencies in beliefs, particularly those related to gender inequality.

While the study yields positive initial results, particularly in encouraging boys to challenge gender inequality and providing girls with opportunities to reimagine their roles, a rigorous impact assessment on child marriage and teen pregnancy is pending. The hope is that documenting the processes and impact of HEY! will inform the design of similar programs fostering critical thinking as a life skill for youth in diverse contexts [5]. However, the continuous existence of child marriage, as well as the general gender inequalities are a huge issue regarding education for all, since it excludes young women and girls from receiving an education.

Covid-19 and its Aftermath

The COVID-19 pandemic has intensified longstanding challenges in Honduras, a country grappling with high poverty rates and existing educational crises. Mandated lockdowns in March 2020 resulted in a surge in unemployment, and health crises, and exacerbated ongoing educational issues. Even before the pandemic, Honduras faced educational shortcomings, including poor quality, teacher strikes, and inadequate resources [6]. Illiteracy rates had reached 13% by February 2020.

The public education system, already struggling, ceased to function during lockdowns, leaving enrolled children without formal education for months. Many turned to child labor, while others became vulnerable “street children” exposed to violence and exploitation. The private education system also faced obstacles, with students unable to afford technology or internet services [6].

Children’s rights, protected by Honduran law, including the right to education, family, and dignity, are increasingly at risk. The pandemic has laid bare the deep-seated issues, exposing millions of children to the perils of illiteracy, abuse, neglect, and child labour, suggesting a precarious future for their well-being in Honduras.

Conclusion

The challenges facing education privatisation in Honduras are deeply embedded in historical and structural factors. The historical influence of foreign entities, particularly from the United States, has shaped the state apparatus, fostering dependence on foreign aid and markets. This has led to an unequal distribution of educational resources, with political biases determining privileges. The concept of “State failure” is complex, reflecting historical limitations and financial constraints. Understanding these historical foundations is crucial for addressing education privatisation challenges and advocating for comprehensive policy changes.

Gender inequality, evident in high rates of child marriages in rural Honduras, is rooted in the patriarchal societal framework. Equipping adolescents with life skills, especially critical thinking, becomes essential. The HEY! intervention exemplifies integrating critical thinking into the curriculum to combat gender inequality and child marriage. The study advocates for pedagogies that challenge oppression, emphasising critical and feminist approaches. The classroom becomes a space for dialogue, inducing cognitive dissonance and reshaping beliefs, particularly related to gender inequality. Positive initial results indicate the potential for similar programs to foster critical thinking as a life skill for youth.

The COVID-19 pandemic exacerbated existing challenges in Honduras, intensifying unemployment, health crises, and educational issues. Lockdowns left enrolled children without formal education, pushing many into child labour or vulnerable “street children” situations. The private education system faced hurdles due to technology and internet access issues. The pandemic exposed deep-seated problems, jeopardizing children’s rights to education, family, and dignity. Illiteracy, abuse, and child labour became heightened risks, suggesting a precarious future for children’s well-being in Honduras.

In conclusion, the multifaceted challenges in Honduras demand holistic approaches that address historical legacies, gender inequalities, and the devastating impact of the pandemic. A comprehensive strategy, encompassing policy changes, pedagogical shifts, and community engagement, is essential for fostering an equitable and autonomous education system that ensures the well-being of the country’s youth.

References:
  • [2] Edwards, D. B., Moschetti, M. C., & Caravaca, A. (2023). Globalization, privatization, and the state : contemporary education reform in post-colonial contexts. https://www.routledge.com/Globalization-Privatization-and-the-State-Contemporary-Education-Reform/Jr-Moschetti-Caravaca/p/book/9780367460822
  • [6] Evans, W. (2021). Public Education in Honduras: How the COVID-19 Pandemic Exacerbated an On-going Educational Crisis  – Trauma Psychology News. Trauma Psychology. https://traumapsychnews.com/2020/11/public-education-in-honduras-how-the-covid-19-pandemic-exacerbated-an-on-going-educational-crisis/
  • [3] NGO Our Little Roses. (2021). Inequality Impacts Girls in Honduras’ Education – Our Little Roses. https://www.ourlittleroses.org/blog/how-inequality-impacts-girls-in-honduras-education-system/
  • [4] Portillo Mejía, T. M. (2022). Honduras: Educational Progress Report. https://www.thedialogue.org/analysis/honduras-educational-progress-report/
  • [5] Sorbring, E., Alampay, L. P., Russell, L., & Smahel, D. (2022). Young People and Learning Processes in School and Everyday Life Volume 5 Series Editors. 5, 215–240. http://www.springer.com/series/15702
  • Student An Der Escuela De Saraguro Honduras · Kostenloses Stock-Foto. (n.d.). Retrieved November 20, 2023, from https://www.pexels.com/de-de/foto/student-an-der-escuela-de-saraguro-honduras-19064143/
  • [1] Worldbank. (2022). Honduras Overview: Development news, research, data | World Bank. Worldbank. https://www.worldbank.org/en/country/honduras/overview

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