gender disparity -

Desafios da Educação em Cabo Verde: Navegando os Problemas de um Sistema Educacional em Desenvolvimento

Escrito por Joan Vilalta Flo, traduzido por Juliana Campos.

Cabo Verde é um país localizado a 500 quilômetros da costa do Senegal, na África. Trata-se de um arquipélago de dez ilhas, a maioria das quais é habitada, com a maior parte da população concentrada na capital, Praia. Sua língua oficial é o Português, herança da colonização pelos portugueses. Entretanto, embora Cabo Verde tenha obtido sua independência em 1975, muitos habitantes falam o crioulo cabo-verdiano como língua principal. O país está situado em um cenário geográfico desafiador: seu território fragmentado torna a prestação de serviços básicos complicada, é uma área propensa à seca e há poucos recursos naturais. No entanto, Cabo Verde tem sido elogiado mundialmente por sua notável estabilidade política e estratégias de redução da pobreza, o que também possibilitou melhorias na prestação de serviços, incluindo a educação.

Crianças fazem fila em escola Cabo-verdiana. Foto por: Duncan CV via Wikimedia Commons.

As mais recentes melhorias na educação cabo-verdiana foram alcançadas graças ao Plano Estratégico da Educação 2017-2021, que visa atingir o 4º Objetivo de Desenvolvimento Sustentável da ONU (Educação de Qualidade) e concentra-se nos seguintes pilares: (i) acesso universal à educação pré-primária (pré-escola) para todas as crianças com idades entre 4 e 5 anos, incluindo aquelas com necessidades especiais; (ii) melhor articulação da educação pré-primária com a educação básica, de modo que todos os alunos recebam dois anos de educação pré-primária; e (iii) acesso igualitário à educação universal gratuita até o 8º ano por meio da implementação de planos de ação social para escolas, visando grupos prioritários e fornecendo educação especial para todos.ⁱ

Assim, Cabo Verde tem progressivamente melhorado o acesso à educação primária e secundária. A taxa de escolarização atingiu 92,4% em 2021, e a taxa de alfabetização alcançou 88,5% em 2019, com a maioria dos habitantes acima dos 15 anos alfabetizados.ⁱⁱ Os gastos do governo com educação passaram de 23,3% do orçamento total em 2020 para 24,09% em 2021.ⁱⁱⁱ Em termos de infraestrutura, 97,6% das escolas primárias e secundárias em Cabo Verde têm acesso à água, e 89% estão conectadas à rede elétrica pública. O Plano Estratégico da Educação 2017-2021 permitiu a implementação de programas de aprimoramento, como o programa Educação de Excelência, para o qual foram alocados cerca de 93,2 milhões de dólares americanos em 2020; enquanto 6,4 milhões de dólares foram destinados a bolsas de estudo..^iv

A pandemia de Covid-19 trouxe muitas dificuldades para a economia centrada no turismo de Cabo Verde. No entanto, o país foi bastante ágil e eficaz na gestão da crise e na vacinação da maioria da população.^v Na área da educação, o país também agiu prontamente. Em 2020, Cabo Verde recebeu um subsídio de 750.000 dólares do GPE (Parceria Global para a Educação), o que contribuiu substancialmente para a formação de professores em ensino à distância, fornecimento de material didático, acesso à televisão em áreas remotas e instalações sanitárias adequadas.^vi Após o fechamento das escolas, o Ministério da Educação implementou o programa “Aprender e Estudar em Casa”, com o objetivo de possibilitar aulas dadas através do rádio, da televisão e de tablets, tendo em vista que entre 30% a 40% das famílias ainda não tinham acesso a essas tecnologias. O programa também possibilitou a ampliação da área de cobertura da televisão digital e melhorou a qualidade do sinal.^vii Apesar de tudo isso, é importante observar que, atualmente, não há evidências da existência de uma estratégia abrangente de adaptação ao contexto pós-Covid-19 em Cabo Verde.

Vale mencionar um recente avanço na educação cabo-verdiana: a ratificação da Convenção Contra a Discriminação na Educação, determinada em 5 de outubro de 2022 e oficialmente implementada em 5 de janeiro de 2023. Embora os efeitos da aplicação da Convenção ainda estejam por ser vistos, a aprovação do documento alinha o país às recomendações feitas na última sessão da Revisão Periódica Universal (RPU) das Nações Unidas.^viii

Entretanto, apesar dos avanços mencionados, a desigualdade, a discriminação nas escolas, a falta de infraestrutura e de qualidade de ensino continuam visíveis em Cabo Verde. Esses são alguns dos problemas que o arquipélago precisará enfrentar e resolver nos próximos anos. As seções a seguir tratam das principais áreas a serem alvo de intervenção.

Desigualdades na Educação

Cabo Verde enfrenta um grande desafio relacionado aos custos “ocultos” da educação, pois, embora o Ensino Fundamental (até o 8º ano) seja gratuito e obrigatório,^ix há uma série de custos adicionais como transporte, refeições e materiais escolares, custos que são significativos para famílias de baixa renda.^x Este fator é um dos causadores da desigualdade no acesso à educação de qualidade para famílias pobres. Além disso, o Ensino Médio e o Ensino Superior ainda requerem mensalidades (embora autoridades tenham manifestado a intenção de tornar gratuito Ensino Médio, do 9º ao 12º ano),^xi perpetuando a desigualdade educacional com base no nível econômico de cada família. Adiciona-se a isso a desigualdade entre famílias que vivem em áreas rurais e as que vivem em espaços urbanos.^xii As famílias de áreas rurais têm menos acesso à educação devido ao poder econômico geralmente mais baixo e à falta de acesso às tecnologias e à internet, dado o seu alto custo (especialmente relevante durante a pandemia de Covid-19)..^xiii

Quanto ao Ensino Superior, embora tenham sido feitos esforços para um fornecimento mais amplo, a taxa de escolarização entre 2019-2020 foi de 23,5%, 37 pontos percentuais abaixo dos anos finais do Ensino Fundamental, indicando uma barreira no acesso ao Ensino Superior.^xiv Um dos desafios que contribuem para essa realidade é o cenário geográfico de Cabo Verde; tratando-se de um arquipélago, proporcionar um Ensino Superior acessível a todas as áreas é uma tarefa extremamente complexa. Apenas as ilhas de Santiago e São Vicente ^xv possuem instituições de Ensino Superior. A dificuldade de acesso à essas instituições, juntamente ao fato de o Ensino Superior não ser gratuito, gera pouco incentivo para estudantes que vivem em áreas remotas e têm menor poder econômico..^xvi

Há também desigualdade linguística. Enquanto para a maioria população cabo-verdiana a primeira língua é o Crioulo Cabo-verdiano (CCV), o Português ainda é a única língua oficial e a língua de ensino, fato que afeta os estudantes que têm exposição limitada a essa língua, especialmente aqueles que vivem em áreas rurais e locais remotos, geralmente membros de famílias de baixa renda. Esses alunos enfrentam maiores dificuldades e uma desvantagem de aprendizado. Embora alguns programas de educação bilíngue tenham sido redigidos, a implementação dessas iniciativas é insuficiente, frágil e carece de respaldo político e econômico. Essa desigualdade também representa uma desconexão entre os sistemas formais de educação e a sociedade; políticas direcionadas para preencher essa lacuna inevitavelmente contribuirão também para a construção de identidade e coesão social.^xvii

Finalmente, apesar dos objetivos expressos no Plano Estratégico de Educação 2017-2021, como melhorar o acesso e a qualidade da educação para estudantes com deficiência (17,5% da população possui pelo menos um tipo de deficiência),^xviii e ampliar a capacitação de profissionais com o auxílio da UNICEF, ^xix a implementação prática de estratégias inclusivas para esses estudantes tem sido insatisfatória. Muitas pessoas com deficiência não têm acesso à educação, não recebem os benefícios necessários para frequentar a escola e as infraestruturas e tecnologias educacionais, em grande parte, não são adaptadas a elas..^xx

Gênero e Sexualidade na Educação

No que diz respeito à igualdade de gênero, bons resultados foram alcançados na educação pré-escolar e no ensino fundamental: o índice de paridade foi de 0,98 e 0,93, respectivamente, demonstrando uma presença ligeiramente maior de meninos nas escolas. No entanto, o desafio permanece nos níveis de ensino médio e superior, nos quais a representação feminina é significativamente maior, com índices de paridade de 1,2 para o ensino médio e 1,5 para o ensino superior. Incentivos para atrair meninos e homens nesses setores são necessários para garantir a igualdade..^xxi E, embora haja uma maior presença feminina no Ensino Médio e Superior, a taxa de alfabetização de homens é atualmente quase 10% maior do que a taxa feminina, o que evidencia uma defasagem de ensino de meninas e mulheres também. ^xxii

Apesar da melhoria significativa graças à introdução de um módulo dedicado aos estudos de gênero no currículo do ensino médio, os currículos ainda contêm estereótipos discriminatórios em relação às mulheres, o que é refletido na sub-representação feminina em campos de estudo normalmente dominados por homens, como na área tecnológica.^xxiii Além disso, embora as questões de gênero estejam presentes nos currículos, a educação sexual deixa a desejar. Apesar de ser reconhecido como importante para o desenvolvimento e segurança dos estudantes, o Guia de Orientação Sexual nas Escolas, desenvolvido com a ajuda do UNFPA (Fundo de População das Nações Unidas), beneficiou poucos estudantes devido a falta de interesse público e a à sensibilidade do tema. Um módulo mais abrangente de educação sexual ainda está para ser implementado de forma eficaz em Cabo Vede.^xxiv

É importante observar que não foi possível encontrar dados sobre minorias com base na orientação sexual ou identificação de gênero em Cabo Verde; da mesma forma, não foram encontrados mecanismos de proteção para tais minorias ou estratégias de educação sobre o assunto. Apesar de ser um tópico sensível e atualmente invisível estatisticamente, avanços nessa área podem ser positivos para garantir que todos os estudantes sejam livres e desfrutem de tratamento igualitário por parte de colegas e equipe.

A Qualidade de Ensino

É necessário realizar melhorias não apenas na oferta de Ensino Superior, mas também em sua qualidade. O Ensino Superior em Cabo Verde é relativamente recente, criado nos últimos 20 anos. Considerando que ainda está em seus estágios iniciais, o setor carece de níveis mínimos de qualidade: embora a recém-criada Agência Reguladora do Ensino Superior (ARES) esteja começando a realizar avaliações para melhorar o desempenho do setor, ^xxv autoridades ainda precisam construir um sistema abrangente de medição da qualidade do ensino e mecanismos para alinhar o conteúdo com os objetivos e necessidades nacionais, e garantir o acesso a material educacional, bem como o acesso às tecnologias.^xxvi

Adicionalmente, embora cerca de 76% das crianças atualmente tenham acesso à pré-escola, existem diferenças regionais, com áreas que apresentam percentagens ainda mais baixas. A educação na primeira infância e na pré-escola foram focos do Plano Estratégico de Educação 2017-2021, mas, na prática, foram amplamente negligenciadas. Ainda falta a implementação de mecanismos legais adequados para garantir o acesso universal, obrigatório e gratuito à pré-escola. O orçamento atual é de cerca de 0,3% do capital do Estado e a qualificação profissional dos professores de pré-escola é insuficiente (apenas 30% possuem a qualificação necessária).^xxvii Além disso, não há acesso suficiente à ferramentas tecnológicas nessas instituições, adicionado à falta de capacitação dos professores em TIC (Tecnologias da Informação e Comunicação).^xxviii

Um dos principais problemas do setor educacional de Cabo Verde é a qualidade de ensino, refletida nas baixas taxas de desempenho no ensino fundamental. Na área de linguagem, 6 em cada 10 crianças demonstraram grande dificuldade ou incapacidade de interpretar as regras básicas de funcionamento da língua ^xxix, e na área de matemática, uma média de apenas 2,85% das crianças obteve sucesso nos principais assuntos abordados.^xxx Apesar dessas estatísticas, o país ainda não implementou um sistema nacional abrangente para medir os resultados de aprendizagem em qualquer nível de educação. ^xxxi

Quanto ao acesso à tecnologia, embora a maioria das escolas esteja conectada à rede elétrica pública e o Plano Estratégico de Educação de 2017-2021 tenha permitido a incorporação de mais ferramentas tecnológicas e um currículo mais robusto em habilidades de TIC, apenas 17% das escolas têm acesso à internet.^xxxi Isso ocorre mesmo considerando que Cabo Verde possui uma das maiores taxas de acesso na África. O problema está no custo para se conectar, um dos mais altos do mundo. O acesso à internet ainda é considerado caro para grande parte da população, especialmente para aqueles com menor renda, gerando desigualdades também nesse aspecto. ^xxxiii

Conclusão e Recomendações

Como conclusão, algumas recomendações tendo em mente os principais desafios do sistema educacional em Cabo Verde são oferecidas em nome da Broken Chalk.

Quanto aos custos ocultos da educação, o governo poderia reduzi-los fornecendo acesso gratuito (ou de baixo custo) a transporte, material e serviços nutricionais, com atenção especial às famílias de baixa renda e aos estudantes que vivem em áreas rurais remotas.

Sobre a cobertura educacional e a oferta universal, o governo deve agir de acordo com os objetivos traçados e continuar a estender a educação gratuita, acessível e obrigatória para os anos pré-escolares e para o ensino superior, com atenção especial às famílias de baixa renda. Mais especificamente em relação ao Ensino Superior, seria positivo gerar campanhas de incentivo para aumentar a taxa de escolarização, especialmente para os homens; juntamente com a expansão da presença de instituições de ensino superior em todos os territórios, garantindo melhor acesso à universidade para aqueles em áreas mais isoladas.

Seria desejável implementar programas nacionais para superar a desigualdade gerada pela barreira linguística. A Língua Cabo-verdiana deve estar presente em todas as etapas da educação e deve-se garantir que alunos com menor exposição ao Português não fiquem para trás. As iniciativas de educação bilíngue devem ser aprimoradas por meio de equipes multidisciplinares que incluam membros da comunidade local que compreendam as necessidades específicas de linguagem da região.

Para promover uma maior inclusão, o governo e demais autoridades deveriam considerar tornar a infraestrutura educacional, os currículos e o corpo docente mais sensíveis e adaptáveis aos estudantes com deficiência ou com necessidades especiais. Deve-se fornecer acesso adequado a edifícios, material educacional inclusivo e treinamento voltado a todos os educadores, com o objetivo de garantir o acesso e a igualdade para esses alunos.

Quando a questões de gênero, os programas e políticas educacionais devem continuar a assegurar o acesso de meninas e mulheres à educação em todos os níveis. Assim, buscar alcançar uma maior igualdade nas taxas de alfabetização, trabalhando continuamente para eliminar estereótipos de gênero e incentivando a presença de mulheres em campos de estudo tradicionalmente dominados por homens. Adicionalmente, seria positivo implementar um programa sobre sexualidade no Ensino Fundamental, para garantir a segurança e saúde dos estudantes e eliminar estereótipos prejudiciais à diversidade com base na orientação sexual.

Uma maneira eficaz de melhorar a qualidade da educação poderia ser a implementação de um sistema nacional de avaliação e análise da qualidade do ensino para garantir uma oferta adequada de conteúdo em todas as etapas educacionais e identificar deficiências na qualidade do ensino, especialmente nas áreas de linguagem e matemática no Ensino Fundamental. Juntamente com a avaliação adequada e análise do desempenho dos alunos, modos ineficazes de ensino seriam mais facilmente identificados, permitindo inovações e o alinhamento dos currículos às necessidades da sociedade cabo-verdiana, preparando melhor os alunos para o mercado de trabalho. Da mesma forma, o governo e as instituições educacionais devem continuar garantindo que todos os professores sejam qualificados para fornecer uma educação adequada ao nível que lhes é atribuído. Isso deve ser aplicado especialmente nos anos pré-escolares, nos quais a maioria dos professores não possui a devida qualificação.

Por fim, diante dos eventos recentes e em vista dos desenvolvimentos globais futuros, é essencial garantir um maior acesso a ferramentas tecnológicas para fins educacionais, tanto para escolas quanto para famílias, além de facilitar o acesso à internet. Essa democratização é crucial considerando o papel das tecnologias no mercado de trabalho global. É igualmente importante criar metodologias de educação flexíveis e adaptáveis, especialmente em um país onde a acessibilidade geográfica ao ambiente escolar é tão complexa.

*Traduzido para o português por Juliana Campos, da postagem original em Inglês*

Referências

i Global Partnership for Education. (n.d.). Cabo Verde. Retrieved April 5, 2023, from: https://www.globalpartnership.org/where-we-work/cabo-verde

ii National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

iii Global Partnership for Education. (2022). Cabo Verde: Results framework (2022-2026). Retrieved from: https://www.globalpartnership.org/node/document/download?file=document/file/2022-12-GPE-results-framework-cabo-verde.pdf

iv National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

v World Bank. (2022, March 15). Fighting the pandemic down to the last mile: Lessons from Cabo Verde. Retrieved April 5, 2023, from: https://www.worldbank.org/en/news/immersive-story/2022/03/15/fighting-pandemic-down-to-last-mile-lessons-from-cabo-verde

vi Global Partnership for Education. (n.d.). Cabo Verde. Retrieved April 5, 2023, from: https://www.globalpartnership.org/where-we-work/cabo-verde

vii Lusophone covid Lusophone Network. (2021). Comparative study: The COVID-19 pandemic and the right to education in Portuguese-speaking countries. Retrieved April 5, 2023, from: https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/Lusophone%20Network_Comparative%20Study_The%20COVID-19%20Pandemy%20and%20the%20right%20to%20education%20in%20Portguese%20speaking%20countries_August2021_EN.pdf

viii UNESCO. (2022, October 7). Cabo Verde ratifies 1960 Convention against Discrimination in Education. Retrieved April 5, 2023, from https://www.unesco.org/en/articles/cabo-verde-ratifies-1960-convention-against-discrimination-education

ix National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

x Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xi National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xii Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xiii Patrício, M. R., & Moreno, C. (2021). Digital technologies in preschool education: a study with Cape Verdean educators. In Proceedings of the 14th annual International Conference of Education, Research and Innovation (ICERI2021) (pp. 8403-8407). IATED. ; Cabo Verde National Commission for UNESCO. (2022). National Review of the Implementation of SDG 4. Retrieved from: https://transformingeducationsummit.sdg4education2030.org/system/files/2022-09/CaboVerde-NC%20report%20.pdf

xiv National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xv Ferreira, E. S., & Loureiro, S. M. C. (2021). Challenges of a small insular developing state: Cape Verde. Revista de Estudios e Investigación en Psicología y Educación, (1), 125-134.

xvi Resende-Santos, J. (2021). Education for development in Africa: Rethinking higher education in Cabo Verde. Journal of International and Comparative Education, 10(1), 22-38. doi: 10.14425/jice.2021.10.1.22

xvii Bermingham, N., DePalma, R., & Oca, L. (2022). The “Access Paradox” in Bilingual Education in Cabo Verde. Modern Languages Open, 1 ; Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xviii National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xix UNICEF Cabo Verde. (2022). Country Office Annual Report 2022. Retrieved from: https://www.unicef.org/media/136711/file/Cabo-Verde-2022-COAR.pdf

xx Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xxi National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xxii Ibid

xxiii Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xxiv UNICEF. (2021). Joint independent common country programme evaluation: The Republic of Cabo Verde. UNICEF Evaluation Office. Retrieved from: https://www.unicef.org/evaluation/joint-independent-common-country-programme-evaluation-republic-cabo-verde

xxv University World News. (2022, November 27). Cabo Verde introduces new higher education strategy. Retrieved from: https://www.universityworldnews.com/post.php?story=20221127193233449

xxvi Resende-Santos, J. (2021). Education for development in Africa: Rethinking higher education in Cabo Verde. Journal of International and Comparative Education, 10(1), 22-38. doi: 10.14425/jice.2021.10.1.22

xxvii Global Partnership for Education. (2022). Cabo Verde: Results framework (2022-2026). Retrieved from: https://www.globalpartnership.org/node/document/download?file=document/file/2022-12-GPE-results-framework-cabo-verde.pdf ; Cabo Verde National Commission for UNESCO. (2022). National Review of the Implementation of SDG 4. Retrieved from: https://transformingeducationsummit.sdg4education2030.org/system/files/2022-09/CaboVerde-NC%20report%20.pdf ; UNICEF Cabo Verde. (2022). Country Office Annual Report 2022. Retrieved from: https://www.unicef.org/media/136711/file/Cabo-Verde-2022-COAR.pdf

xxviii Patrício, M. R., & Moreno, C. (2021). Digital technologies in preschool education: a study with Cape Verdean educators. In Proceedings of the 14th annual International Conference of Education, Research and Innovation (ICERI2021) (pp. 8403-8407). IATED.

xxix National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xxx UNICEF. (2021). Joint independent common country programme evaluation: The Republic of Cabo Verde. UNICEF Evaluation Office. Retrieved from: https://www.unicef.org/evaluation/joint-independent-common-country-programme-evaluation-republic-cabo-verde

xxxi Resende-Santos, J. (2021). Education for development in Africa: Rethinking higher education in Cabo Verde. Journal of International and Comparative Education, 10(1), 22-38. doi: 10.14425/jice.2021.10.1.22 ; Global Partnership for Education. (n.d.). Cabo Verde. Retrieved April 5, 2023, from: https://www.globalpartnership.org/where-we-work/cabo-verde

xxxii National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf ; Cabo Verde National Commission for UNESCO. (2022). National Review of the Implementation of SDG 4. Retrieved from: https://transformingeducationsummit.sdg4education2030.org/system/files/2022-09/CaboVerde-NC%20report%20.pdf

xxxiii Lusophone Network. (2021). Comparative study: The COVID-19 pandemic and the right to education in Portuguese-speaking countries. Retrieved April 5, 2023, from: https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/Lusophone%20Network_Comparative%20Study_The%20COVID-19%20Pandemy%20and%20the%20right%20to%20education%20in%20Portguese%20speaking%20countries_August2021_EN.pdf

Cabo Verde Cape Verde Desigualdades na Educação Educação em Cabo Verde Educational Challenges Escolas em Cabo Verde gender disparity Gênero e Sexualidade na Educação inequalities Plano Estratégico da Educação Plano Estratégico da Educação Cabo Verde Sexuality

Educational Challenges in Cape Verde: Navigating the Problems of a Developing Educational System

Written by Joan Vilalta Flo

Cape Verde is a country located 500 kilometers away from the coast of Senegal, Africa. It is an archipelago of ten islands, most of which are inhabited, with most of the population concentrating in the capital Praia. The official language is Portuguese, given that it is a former Portuguese colony that obtained its independence in 1975, many speak Cape-Verdean Creole as their main language. It is a country placed in a challenging geographical setting: its fragmented territory makes the provision of services complicated, it is an area prone to draught and there are few natural resources to benefit from. However, Cape Verde has been praised worldwide for its salient political stability and poverty reduction strategies, which has also enabled improvements in service provision, including that of education.

Children line up in a school in Cape Verde. Photo by Duncan CV in Wikimedia Commons.

The most recent improvements in Cape Verdean education have been made thanks to the 2017-2021 Strategic Education Plan, aiming at accomplishing the 4^th SDG of Quality Education, and focused on the following pillars: (i) universal access to pre-primary education for all children aged 4 to 5 years, including those with special needs; (ii) better articulation of pre-primary education with basic education so that all students receive two years of pre-primary education; and (iii) equal access to free universal education up to Grade 8 through the implementation of social action plans for schools, targeting priority groups and providing special education for all.ⁱ

Hence, Cape Verde has progressively improved access to primary and secondary education. The schooling rate scored 92.4% in 2021, and the literacy rate reached a 88.5% in 2019, with most over 15-years-old knowing how to read and write.ⁱⁱ Government expenditure on education shifted from 23.3% of the total budget in 2020 to 24.09% in 2021.ⁱⁱⁱ In terms of infrastructure, 97.6% of elementary and secondary schools in Cape Verde have access to water, and 89% are connected to the public electricity grid.The 2017-2021 Strategic Education Plan allowed for the implementation of education enhancement programs such as Education of Excellence, to which some 93.2 million US$ were allocated in 2020; while 6.4 million US$ were allocated to scholarships.^iv

The Covid-19 pandemic caused much struggle to the tourism-centered economy of Cape Verde. However, the country was quite timely and effective in managing the crisis and providing vaccination to most of the population.^v In the area of education, it also acted promptly. In 2020, Cape Verde received a grant of 750.000$ from the GPE (Global Partnership in Education) which substantially contributed to teacher training in distance teaching, provision of learning material, as well as TV access to remote areas, and sufficient sanitary facilities.^vi After the closure of schools, the Ministry of education implemented the “Learning and Studying at Home” program, which enhanced lesson delivery through radio, television and the use of tablets, in view of the fact that 30% to 40% of the families did not have access to such technology. The program also allowed for the extension of the digital television coverage area and improved signal quality.^vii Despite all of this, it should be noted that there is currently no evidence of the existence of a comprehensive strategy to adapt to the post-Covid19 context in Cape Verde.

It is worth mentioning that a significant development in Cape Verdean education is the recent ratification of the Convention Against Discrimination in Education by Cape Verde on the 5^th of October 2022, which has entered into force on the 5^th of January 2023. Although its effective application is yet to be seen, this action alone has fully implemented several recommendations made in the last United Nations Universal Periodic Review session.^viii

Despite the previously mentioned developments in the Cape Verdean educational sector, several situations of inequality, discrimination, lack of educational infrastructure and quality education in education have been reported up to this point. These are the problems that the archipelago will need to face and solve in the years to come, and the following sections will outline the main areas that need to be targeted.

Inequalities in Education

Cape Verde currently faces a challenge regarding the hidden costs of education. Although Primary Education and Secondary Education (up to 8^th grade) is free and mandatory,^ix,there is a range of extra costs, including transportation, meals, or certain school material, that is significant for low-income families. This represents an inequality in access to quality education for poor families.^x Moreover, secondary Education and Higher Education (university) remain subject to fees (although authorities have stated the intention to make education free from 9^th to 12^th grade),^xi allowing for inequality based on the economic level of each family. This also intersects with the existing inequality between families who live in rural areas and families that live in urban spaces,^xii where the former have less access due to general lower economic capacity, and lack of technology and internet connectivity due to its high cost (especially relevant during Covid-19).^xiii

As regards Higher Education, although there have been great efforts to supply it widely, it must be noted that the schooling rate for the 2019-2020 period is of 23.5%, 37 points lower than that of secondary school, indicating an obstacle in its access.^xiv One of the difficulties in this area is the geographical setting of Cape Verde; being an archipelago the mission of providing accessible higher education to all areas is deeply complex and has not been achieved. There are only Higher Education institutions in the islands of Santiago and São Vicente.^xv This, together with the fact that Higher Education is not free, generates little incentive for students who live in remote areas and possess a low economic level to enter Higher Education.^xvi

There is also inequality around language. While for most of the Cape Verdean population the first language is Cape Verdean Language (CVL), Portuguese is still the only official language as well as the schooling language. This continues to produce evident inequalities for students who have limited exposure to Portuguese, namely those who live in rural areas and remote locations, usually from low-income families too. Such students will have a learning disadvantage and increased difficulty when learning. Although some bilingual education programs have been reportedly launched, the implementation of such initiatives is insufficient, weak and lacks political and economic backup. This inequality is also representative of a disconnection between the formal education systems and society; policies directed at filling this gap will inevitably also contribute to identity building and social cohesion.^xvii

Finally, despite the political will expressed in the Education Strategic Plan 2017–2021 to improve access and quality of education to disabled students (17,5% of the population have at least 1 handicap),^xviii and increased staff capacitation aided by UNICEF,^xix it has been reported that practical implementation of inclusive strategies for such students has been deficient. Many disabled people do not attend education and do not receive the necessary benefits in order to do so, and the infrastructures and educational technologies have not adapted to them for the most part.^xx

Gender and Sexuality in Education

With respect to gender parity, good results have been achieved in preschool and primary education: the parity index scored 0.98 and 0.93 respectively, both cases showing a slightly higher male representation. However, the challenge remains in secondary and higher education levels where female representation is significantly and increasingly higher, the parity index scores 1.2 for secondary education and 1.5 for higher education. Incentives to attract males in those sectors is necessary to ensure equality.^xxi And while there is a significantly higher female presence in secondary and higher education, the literacy rate for men in currently almost 10% higher than for women, which displays an access inequality for women too.^xxii

Despite significant improvement through the introduction of a gender module in the secondary education curriculum, the curricula reportedly still contain discriminatory stereotypes towards women, which is also reflected in the fact that women are poorly represented in the fields of study typically dominated by men, such as in the technological field.^xxiii Moreover, although gender matters are beginning to be present in the curricula, education on sexuality is deficient. It has been acknowledged as important for the development and safety of students by the government, and a Sexual Guidance in Schools guide has been developed with the aid of UNFPA (United Nations Population Fund), but due to limited political will and the sensitivity of the topic, very few students have benefited from such education. A comprehensive module on sexuality education is yet to be implemented effectively.^xxiv

It should be noted that the figure regarding minorities based on sexual orientation or gender identification in Cape Verde could not be found; and similarly, no mechanisms of protection of such minorities or education on the matter could be found. Despite it being a potentially sensitive topic that is now invisible to the sector, advances on this area could be positive to ensure that all students are free and enjoy equal treatment by peers and staff.

Deficiencies in Education

Firstly, there need to be improvements not only in the provision of Higher Education but also in the quality of it. Higher Education in Cape Verde is a relatively new sector emerged in the span of the last 20 years. Considering that it is still at its infancy, the sector lacks quality: although the newly formed Higher Education Regulatory Agency (Agência Reguladora do Ensino Superior – ARES) is beginning to conduct evaluations and checks in order to improve performance,^xxv the sector still needs to build a comprehensive system of teaching quality evaluation, mechanisms to better align tertiary education content to the national goals and needs, and ensure access to educational material and technologies, as well as connectivity.^xxvi

Secondly, although around 76% of children currently have access to preschool education, there are regional differences with areas that display even lower percentages. Early Childhood education and Preschool was formally one of the foci of the 2017-2021 Education Strategic Plan, but in practice it has been largely neglected. There still is a lack of adequate legal mechanisms to ensure universal preschool mandatory and free access, the preschool budget is around 0.3% of the state budget, and there is a lack of professional qualification of preschool teachers (only 30% have the necessary qualification).^xxvii Moreover, technological access and tools have been notably missing in preschools, together with a lack of teacher training in ICT.^xxviii

Thirdly, one of the most significant problems in Cape Verde’s education sector is the quality of the education, reflected in low performance rates in primary school. In the area of language, 6 out of every 10 children demonstrated great difficulty or inability to interpret the basic rules of functioning of language^xxix, and in the area of mathematics an average of only 2.85% of children were able to successfully deal with the main areas of study.^xxx Furthermore, Cape Verde still does not have to this date a comprehensive national system to measure learning outcomes at any level of education.^xxxi

Regarding technological access, it should be noted that although most schools are connected to the public electricity grid, and that the 2017-2021 Strategic Education Plan has allowed for the incorporation of more technological tools and a stronger curriculum on ICT skills, only the 17% of schools have access to internet.^xxxii This is even though Cabo Verde has one of the highest rates of internet access in Africa. The cost of internet is the problem, as it is among the highest is the world; it is still too high for many to obtain, especially for those with lower income, generating a situation of inequality as well.^xxxiii

Conclusion and Recommendations

By way of conclusion, some recommendations highlighting the main challenges of the educational system in Cape Verde will be offered on behalf of Broken Chalk.

As regards the hidden costs of education, the government should try to reduce them by providing free (or low-cost) access to transportation, material, and nutritional services with special attention to low-income families and students who live in remote rural areas which might increase the economic cost of education.

Regarding educational coverage and universal provision, the government should act in accordance with their own stated intentions, and continue to extend free, accessible, and mandatory education to the preschool years and to higher education, with special attention to poor families. More specifically regarding Higher Education, it could be positive to generate incentive campaigns to increase the schooling rate, particularly for males; together with expanding the presence of higher education institutions to all territories or better ensuring affordable access to university from remote places.

It would be desirable to implement comprehensive national programs to overcome the inequality around language. Cabo Verdean Language should be significantly more present in all stages of education; particular attention should be paid to students with lower exposure to Portuguese to ensure they do not fall behind, and bilingual education initiatives should be enhanced through multidisciplinary teams that include local community members that understand the specific language needs of the area.

To promote greater inclusion, the government and educational entities should consider making education infrastructure, curricula, and staff more sensitive and adaptable to disabled or special needs students. Proper access to buildings, inclusive educational material and a comprehensive disability-oriented training module for all educators should be provided to ensure the access and equality of such students.

Also as regards inclusivity and equality, educational programs and policies should continue to ensure girls and women’s access to education at all levels to achieve greater equality in literacy rates, to continue to work towards the elimination of gender stereotypes and to incentivize the presence of women in male dominated study fields. Additionally, it could be positive to implement a comprehensive educational program in secondary school regarding sexuality to guarantee the safety and health of students and to eliminate diversity-damaging stereotypes on the basis of sexual orientation.

An effective way to improve the quality of education could be to implement a comprehensive national system of evaluation and assessment of teaching quality to ensure an adequate provision of content at all educational stages and to identify deficiencies in teaching quality, particularly in the area of language and mathematics in primary school. Together with proper evaluation and analysis of student performance, this could overcome ineffective modes of teaching that result in low performance, allow for educational innovation, and better align curricula to the needs and goals of Cape Verde’s society, better preparing students to face the labor market. Similarly, the government and educational institutions should continue ensuring that all teachers are qualified to provide adequate education to the level they are assigned to. This should be particularly applied to the preschool levels, where most teachers do not have the proper qualification, which could hinder the development of students.

Lastly, in view of recent events and in view of the future global developments, it is essential to ensure greater access to technological tools for educational purposes both for schools and families, as well as facilitating internet access. Again, this seems especially important considering the introduction of technologies in the global labor market, and it is also important to provide flexible and adaptable modes of education, particularly in a country where geographical accessibility to education might be complicated.

References

i Global Partnership for Education. (n.d.). Cabo Verde. Retrieved April 5, 2023, from: https://www.globalpartnership.org/where-we-work/cabo-verde

vi Global Partnership for Education. (n.d.). Cabo Verde. Retrieved April 5, 2023, from: https://www.globalpartnership.org/where-we-work/cabo-verde

x Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xii Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xv Ferreira, E. S., & Loureiro, S. M. C. (2021). Challenges of a small insular developing state: Cape Verde. Revista de Estudios e Investigación en Psicología y Educación, (1), 125-134.

xix UNICEF Cabo Verde. (2022). Country Office Annual Report 2022. Retrieved from: https://www.unicef.org/media/136711/file/Cabo-Verde-2022-COAR.pdf

xx Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xxii Ibid

xxiii Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xxv University World News. (2022, November 27). Cabo Verde introduces new higher education strategy. Retrieved from: https://www.universityworldnews.com/post.php?story=20221127193233449

Cape Verde Educational Challenges gender disparity inequalities Sexuality

Educational Challenges in Benin

Written by Faith Galgalo

The country profile

Inauguration monument Dévoués. Photo by Presidency of the Republic of Benin on Flickr.

Located in West Africa, and on the coast of the Atlantic Ocean, The Republic of Benin (French: République du Bénin), gained independence in 1960, from the French rule. Benin, is part of the 15 member states that make up Economic Community of West African States (ECOWAS), a Regional Bloc aimed at promoting economic corporation among member states, to raise living standards and promote economic development.

Education System in Benin

Benin education system follows the French education model, which is Six years in primary, four years in Junior High, three years in Senior High and three years in University, which constitutes to the 6-4-3-3 system (UNESCO, 2023). Education in Benin has been free for 17 years. The provision of the constitution under Rights and Duties of the Individual, Article 13, states that primary education shall be obligatory and the government shall progressively offer free education to its schools (Constitution of Benin (COB), 1990).

Problems in Benin Education

Benin strategy to increasing student enrollment by introducing free education at the Primary level, increased the enrollment rate, from a net enrollment rate of 82% in 2005 before free primary education, to 97% in 2018, 12 years after free primary education was introduced (Data World Bank, 2018).

The rapid increase of students at the foundation level of education due to free education, has however, not translated, in the progressive levels of education, of Secondary and University. According to World Bank Data, 54% of Beninese children enrolled in the 1^st grade of Primary school eventually reaches the last grade of Primary education. The low number of students progressing to Secondary and University schools has significantly been attributed to child labor, early marriages, early pregnancy and poverty.

The low literacy levels, which currently stands at 46% and is much lower than the rates in the neighboring countries of Nigeria (62%) and Togo (67%) (World Bank, 2021). In 2018, Benin was among the 10 least literate countries in the world (42.36). The high dropout rate to other levels of education, have led to a reduction of national income and overall GDP in the country, as jobs for less qualified people lead to low-income jobs in the future, creating a lower access to innovation and a lower GDP. As individuals with low levels of literacy are more likely to experience poorer employment opportunities, outcomes and lower income as they face welfare dependency and high levels of poverty as a country (World Literacy Foundation, 2018).

Gender Gaps

Teacher Léandre Benon and student Mariam at the blackboard. Photo by GPE/Chantal Rigaud in Flickr.

The high dropout rates are particularly evident to Benin gender gaps, which have seen more girls drop out than boys. In Benin, gaps between women and men stem from structural social disparities that start earlier in life. According to World Bank, (Nathalie, 2022) the male literacy rate between 15-24 years is about 55 percent while the female literacy rate in the same age group is about 30 percent. Only one in ten girls aged 21-24 have completed secondary school. Moreover, one third of 20–24-year-olds are married by the age of 18, and 15 percent are already mothers at the age of 15-19 (Nathalie, 2022).

In addition, the average number of years of schooling in Benin is 3.8 years which is lower than its ECOWAS member countries of 4.2 years in 2019 (UN Sustainable Development Solutions Network, 2022).

Since 2015, Benin has not yet closed the gap. Also, the drop in lower secondary completion rate from 45% in 2015 to 33% and 2020 (UN Sustainable Development Solutions Network, 2022) echoes the need to focus on the pursuit of education and ensure 100% transition from one level of education to the next, in both genders.

These gender gaps have translated to the larger community whereby the gender parity index which measures the steps a country has made towards gender parity in participation and/or educational opportunities for females is low at 0.79% (World Bank, 2022). Young girls in Benin are at risk of not completing education as a result of societal norms automatically decreasing women participation of women in Benin’s formal sector. The Government has increased its efforts in ensuring Girls education is addressed with Benin agreeing to introduce the AU Campaign to End Child Marriage in Africa which is part of the 2030 Agenda for Sustainable Development for Children in Africa (Forwerk, 2017).

Child labor

Children in Benin engage in the worst forms of child labor, including in the production of cotton and crushed granite. Children also perform dangerous tasks in domestic work and street vending. According to International Labor Organization (ILO, 2021), 20% of children under the age of 14yrs, experience child labor.

Children are trafficked mostly within Benin but also to neighboring countries such as Gabon, Nigeria, and the Republic of the Congo, for domestic work and commercial sexual exploitation, and to work in vending, farming, and stone quarrying (ILO, 2021). Children living in the northern regions of Benin are the most vulnerable to trafficking owing to being a rural area. According to the International Labor Organization, a practice locally known as vidomégon (Child placement), where children most girls, are sent to live with other families for domestic work in exchange for educational opportunities, which in most cases, lead to many children becoming victims of labor exploitation and sexual abuse.

In 2013, the Government implemented a nationwide anti-child labor awareness campaign and signed a bi-partite agreement with a Beninese worker association to reduce child labor through increased collaboration (Refworld, 2021). That year, the Government officials handled 62 child trafficking cases and 11 exploitive child labor cases, referred 23 suspects to the court system on child labor and trafficking charges, and provided shelter to 173 victims of trafficking (ILO, 2021). In another effort to end child labor, Benin’s government through its Social Affairs docket, removed 400 children from child labor as a result of Social Services inspection (ILO, 2021).

Lack of official documentation

A 12th grade math class at Collège d’enseignement général of Sô-Ava. Photo by GPE/Chantal Rigaud in Flickr.

The Beninese Government offers free registration to a new born before 10 days, after which, the parent/ guardian incurs a fee of $30 (ILO, 2021). Cultural practices such as naming a baby, takes 10 days after birth, which therefore gives the parents little time to register and obtain a birth certificate. While in other households, 2 in 10 children in Benin, are born at home, giving children little or no hopes in acquiring official documentation (ILO, 2021).

Lack of official documentation in any country, presents a challenge in accessing basic rights such as access to health and education. In Benin, 4 out of 10 children are not registered at birth and do not receive a birth certificate. As a consequence, they are often denied the right to an education and lack access to other essential services, hence leading to an increase in the informal sector and an increase in child labor.

Since January 2012, UNICEF has been involved in the distribution of more than 140,000 birth certificates that were pulled up in civil status registration centers. Through this initiative, children have access to the services they are entitled to such as health and education. According to UNHCR, a National forum on civil registration is aiming to address the hadles that prevent universal access to birth registration in Benin (UNICEF,2012).

Conclusion

Benin is a country with a growing economy, whose efforts such as free primary education, increase of teachers and facilities, have showed a slight increase, there is still the need for the Government to increase its efforts in ensuring 100% transition in all levels of education in both genders, this will increase the literacy rate, and eventually the economic situation to improve the lives of Beninese people.

A few recommendations would be to increase Government spending on the education sector, especially following the Government 5 years plan through its Program Action that began from 2021-2026, which sorts to increase development in various Governments sectors such as; Education challenges, Development challenges, Economic challenges. Also, Government needs to up its efforts in ensuring no child is left behind as a result of lack of identification, child labor and early marriages. The Government and its Education stakeholders need to encourage the communities especially in the rural areas that Education is an asset, and through it, an entire community benefits from new ideas, leaders and increased standards of living. Through this, the literacy rate of Benin, will increase adding to Benin workforce, that mostly depends on Agriculture, can eventually expand to other sectors such as Technology and Professional and business services hence increase Benin’s GDP.

References

Constitution of Benin (1990) Art 13, Compulsory Education
Forwerk, (2017) Borgen Magazine: Government Officials and Individuals Fight for Girls’ Education in Benin https://www.borgenmagazine.com/girls-education-in-benin/
International Labor Organization (ILO) (2021) 2021 Findings on the Worst Forms of Child Labor: Benin
Nathalie (2022) Empower HER! Supporting Gender Reforms in Benin with Development Policy Financing: Gender gaps start early in life and are multi-faceted https://blogs.worldbank.org/nasikiliza/empower-her-supporting-gender-reforms-benin-development-policy-financing
Refworld (2021) United States Department of Labor’s Bureau of International Labor affairs: Findings on the worst forms of child labor
World Bank (2021) World Data Bank: Literacy Rate, youth (ages 15-24), gender parity index (GPI) Benin https://data.worldbank.org/indicator/SE.ADT.1524.LT.FM.ZS?locations=BJ
World Bank (2021) World Data Bank: Literacy rate Adult total (% of people and 15 and above)-Benin https://data.worldbank.org/indicator/SE.ADT.LITR.ZS?locations=BJ
World Literacy Foundation (2018), The Impact of Illiteracy and the Impact of early Intervention
UNESCO (2023) Institute for statistics: Education System Levels
UN Sustainable Development Solutions Network (2022) Benin Sustainable Development Report: Pilot Baseline Report

access to education Benin child labor Educational Challenges gender disparity undocumented

Educational Challenges in Eritrea: Navigating Historical Context and Current Issues

Written by Joseph Kamanga

Education plays a pivotal role in shaping the future of individuals and societies. In the case of Eritrea, a country with a complex history and a strong desire for progress, the educational landscape reflects both the challenges inherited from the past and the contemporary issues faced by its education system. By examining the historical context and the current challenges, we gain a comprehensive understanding of the obstacles that Eritrea must overcome to ensure equitable and quality education for its population.

Children waiting to go to class. Photo by Merhawi147

Historical Background

Eritrea’s educational system has evolved over time, deeply influenced by its colonial history and the struggle for independence. Under Italian colonial rule in the late 19th and early 20th centuries, education was limited to a privileged few, primarily aimed at serving the interests of the colonial administration. This approach excluded the majority of Eritreans from accessing quality education, perpetuating inequities.

After World War II, Eritrea came under British administration and later federated with Ethiopia in 1952. During this period, educational opportunities remained limited and largely inaccessible to the broader population. However, the armed struggle for independence led by the Eritrean People’s Liberation Front (EPLF) brought about significant changes. The EPLF established underground schools, known as “ma’htot,” which focused on preserving Eritrean identity, culture, and language. This movement laid the foundation for a more inclusive and culturally relevant education system.

Current Challenges

Inequitable Access to Education

One of the most pressing challenges in Eritrea is inequitable access to education. Geographical factors pose significant barriers, particularly in remote and rural areas. Limited infrastructure and transportation hinder the establishment and maintenance of schools, making it difficult for children to access education. For example, in the Gash Barka region, located in the western part of the country, the lack of schools and the long distances students have to travel to get to school prevent many children from attending classes regularly. Similarly, in the Southern region, children from nomadic communities face difficulties in accessing formal education due to their transient lifestyle and the absence of educational facilities in their migratory routes.

Economic Constraints and Affordability

Economic factors further exacerbate the challenges in the education system. Poverty, particularly prevalent in rural areas, makes it challenging for families to afford school-related expenses such as uniforms, books, and transportation costs. The financial burden restricts access to education, disproportionately affecting vulnerable populations and perpetuating cycles of poverty and inequality. For instance, in the Anseba region, impoverished families struggle to cover essential educational expenses, leading to higher dropout rates among children from low-income backgrounds. Similarly, in urban areas such as Asmara, high living costs make it difficult for families to allocate sufficient resources for education, hindering access to quality schooling.

Gender Disparities

Eritrea faces gender disparities in access to education. Deep-rooted cultural norms and expectations often prioritize boys’ education over girls’, leading to lower enrollment rates for girls. Early marriage and assigned domestic responsibilities limit girls’ educational opportunities. Early marriage is prevalent in some areas, such as the Debub region, and girls are often forced to drop out of school at a young age, hindering their educational advancement. Furthermore, societal perceptions of traditional gender roles contribute to girls’ limited educational and career opportunities, constraining their full potential and undermining efforts to achieve gender equality in education.

The cloister of the Catholic Cathedral in Asmara hosts a large school. Photo by David Stanley.

Quality of Education

The quality of education in Eritrea is a significant concern. Insufficient numbers of qualified teachers, especially in rural areas, contribute to inadequate learning experiences. Teachers’ lack of professional development opportunities further hampers their ability to deliver quality instruction. The absence of essential resources such as textbooks, learning materials, and proper infrastructure also impacts the overall learning environment. In the Maekel region, for example, overcrowded classrooms and a shortage of trained teachers compromise the quality of education and hinder students’ learning outcomes.

Limited Access to Higher Education

Access to higher education is limited in Eritrea. The scarcity of universities and highly competitive admission processes restrict the number of students who can pursue tertiary education. This limitation impedes the development of a skilled workforce and hampers the country’s progress towards a knowledge-based economy. For instance, in the Central region, where the capital city Asmara is located, the few available spots in universities cannot accommodate the growing number of qualified students seeking higher education, leading to a significant gap between the demand and supply of tertiary education opportunities.

Conclusion

The educational challenges in Eritrea are deeply rooted in historical factors and compounded by current issues. Inequitable access, economic constraints, gender disparities, poor quality of education, and limited access to higher education continue to hinder the development and progress of the country’s education system. These challenges require urgent attention and comprehensive solutions. By addressing the underlying causes, investing in infrastructure, promoting gender equality, and improving the quality of education, Eritrea can pave the way for a more inclusive and effective education system that empowers its citizens and supports the country’s long-term development goals.

References

United Nations Development Programme (UNDP) – Eritrea: Education Sector Review: https://www.er.undp.org/content/eritrea/en/home/library/poverty/education-sector-review.html

United Nations Children’s Fund (UNICEF) – https://www.unicef.org/eritrea/education

World Bank – Education in Eritrea: https://www.worldbank.org/en/country/eritrea/publication/education-in-eritrea

United Nations Educational, Scientific and Cultural Organization (UNESCO) – Eritrea: https://en.unesco.org/countries/eritrea Human Rights Watch – Eritrea: https://www.hrw.org/africa/eritrea

access to education Educational Challenges Eritrea gender disparity Italian Colony Quality of Education

Educational Challenges in Botswana

Written by Elizabeth Atiru

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

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

Botswana’s Education System.

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

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

Botswana’s Educational Challenges and Recommended Solutions

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

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

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

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

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

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

Children at school. Photo by UNICEF Botswana.

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

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

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

References

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

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

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

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

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

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

Botswana Drop-out rates Educational Challenges gender disparity Socio-economic disparities

Educational Challenges in Sierra Leone

Written by Luna A. Duran van Tijn

Introduction

Over the last few decades, Sierra Leone has faced numerous setbacks. Between 1991 and 2002, Sierra Leone was witness to the devastating Sierra Leone Civil War (Ozisik 2015). 1,270 elementary schools were destroyed and 67% of all school-age students were forced out of school in 2001 as a result (ibid). A decade later, in 2012, Ebola struck Sierra Leone, leading to the closure of schools for at least nine months (Son, 2016). The nation has now stabilized and is trying to realize its potential (O’Neill 2014: 44). However, around 70% of people in Sierra Leone continue to live in poverty. This has led many children to work rather than attend school (ibid). In this context, it does not help that there are supply and space shortages, high student-to-teacher ratios and the lack of qualification and training of teachers. Additionally, an educational environment that disproportionately affects girls due to young pregnancies, child marriage, gender-based violence and cultural biases respectively. This, among other confounding factors, has laid a foundation for serious setbacks in the Sierra Leonean educational system, such as low enrollment rates, poor educational standards, and a gendered education gap. These factors are explored in this article.

School in Sierra Leone. Photo by Rokaso.

Setting the scene

The educational system in Sierra Leone has three basic levels: primary, junior secondary and senior secondary (Ozisik 2015). Primary school consists of six years, until the age of twelve, which are free for all. Between the ages of twelve and fifteen students enroll in junior secondary schools (ibid). After that, for children aged between fifteen and eighteen, students enroll in senior secondary schools (ibid). At this level, students choose whether they wish to continue their academic education by proceeding to university or focusing on vocational training instead (ibid). Regarding the first, there are two options available to students in Sierra Leone who want to pursue higher education: Njala University and the University of Sierra Leone (ibid). For vocational education programmes, agriculture is the primary subject of study, followed by skills in mechanics, carpentry, and bricklaying (ibid).

Challenges and their causes

Low attendance rates

First, only about 6% of children attended pre-primary school in 2011, meaning very few children got the foundations for learning and education (O’Neill 2014: 48-50). The primary school enrollment rate is high for males, around 100%, although much lower for females, around 70% (ibid). However, the completion rate for primary school is only about 71% for females and 76% for males (ibid). After primary school enrollment the numbers decrease drastically. Secondary school enrollment is about one-third of that of primary school enrollment (ibid). Even worse, tertiary school enrollment is just a few per cent, with the highest percentage of enrollment being 3% for men and 1% for women (ibid). This incredibly low rate of young people continuing their education demonstrates that education in Sierra Leone is neither a top priority nor an objective that most people value (ibid). This data is from 2001, following the Civil War (ibid).

In Sierra Leone, many children drop out or do not attend school for several reasons. Although many factors influence the low enrollment and high dropout rates in Sierra Leone, such as “living situations (presence of parents), location, gender, religion, cost, teen pregnancy, and early marriage” the article “The Out-of-school Children of Sierra Leone” by UNICEF (2008) argues that the main reason for children not being in school is poverty (Coinco 2008: 4). Due to the pervasive poverty, 87% of Sierra Leonean children decide to work instead of attend school, stating that they would “rather work and get paid than sit in school and be hungry” (ibid). In many cases, children are forced to work rather than attend school (O’Neill 2014: 50). For many families, children are seen as another source of income and are forced into manual labour at a young age (ibid). In line with this, many kids cannot attend school because their families simply cannot afford it (idem: 50-51). Despite the government taking steps to decrease or eliminate costs connected with attending school, many schools still require payment for services (ibid). In fact, 37% of the families who pay for their kids’ education say they struggle to do so (ibid). These two factors demonstrate that many children’s inability to attend school is mostly a result of poverty.

Low-quality education

A “Report on Basic Education in Sierra Leone”, prepared by The Campaign for Good Governance (CGG) (2006), found several factors that threaten the quality of education in Sierra Leone (O’Neill 2014: 45-46). These include supply and space shortages, high teacher-pupil ratios and the lack of qualification and training of teachers (ibid).

The past educational system in Sierra Leone was not prepared for the rapid increase in enrollment of children that would occur after the end of the Civil War (idem: 51). Although this increase was a positive development, it also resulted in supply and space shortages that made class sizes too large and simultaneously created higher pupil to teacher ratios (ibid). Due to the shortage in supplies, it is not uncommon for multiple students to share a single book for instance (Ozisik 2015). Moreover, higher student-to-teacher ratio results in less individualized learning time with the teacher (O’Neill 2014: 52). Spending time with the teacher in-person can frequently be a crucial component of understanding and learning (ibid). Without as much one-on-one time, a student can fall behind or feel lost, which would make it more difficult for them to learn fundamental skills (ibid). Additionally, larger classrooms make it more difficult for the teacher to educate, especially if the students are all at various levels of understanding (ibid).

A high student-to-teacher ratio is made even worse when taken into consideration with the reality that many teachers lack the necessary training (ibid). Since there are so few qualified teachers available, many school systems are forced to hire unqualified instructors (ibid). In fact, more than 40% of primary school teachers are untrained (Ozisik 2015). Untrained teachers might not be delivering the right lessons, they might not know how to manage huge classes of kids, and they might not know how to adapt their teaching methods to fit diverse learning types (O’Neill 2014: 52). There is also a good likelihood that Sierra Leonean native teachers did not finish primary school or go on to intermediate or university education (ibid).

It is simple to understand why Sierra Leonean children decide to take different pathways than that of education when there are so many things working against them, from a lack of resources to the large student-to-teacher ratio and their presumable inexperience (ibid). These kids and their families must put enormous work into keeping children in school for so little in return (ibid).

Children learn and play at the UNICEF-Supported Child Friendly Space at Sierra Leone’s National Stadium. Photo by UNICEF Sierra Leone.

Gendered education gap

The educational environment that disproportionately affects girls is a prevalent and particularly relevant issue that continues to affect education in Sierra Leone. Despite improvements in their access to education, a lack of class completion, high dropout rates, and continually low secondary enrollment persist for girls. The cycle of gender inequity is fueled by young pregnancies, child marriage, gender-based violence and cultural biases.

Sierra Leone is responsible for one of the highest teen pregnancy rates in the world, a phenomenon that is largely responsible for the high incidence of female dropouts (Ozisik 2015). In fact, the country’s education ministry has decidedly prohibited pregnant girls from attending school, under claims that they would be unable to perform well in class (Son 2016). The ministry argued that exposing pregnant girls to classmates would humiliate them and encourage others to become pregnant (ibid).

In Sierra Leone, girls frequently are married as young as age 11, and more than 60% of females nationwide are married before the age of 18 (Ozisik 2015). Early marriage makes it even more difficult for these females to pursue education and independence (ibid).

Furthermore, there is a strong gender disparity brought about by a strong bias that prioritizes male education and subverses that of girls (ibid). The reality is that girls in Sierra Leone are frequently instructed to stay home and take care of household chores while their brothers go to school (ibid). The general challenges articulated so far, namely supply and space shortages, high pupil-to-teacher ratios and the lack of qualification of teachers, have already made it challenging enough for all children to enroll in school (ibid). In an environment that has a dominant preference for boys’ education, the education of girls is made virtually impossible (ibid).

Conclusion

Overall, low enrollment rates, poor educational standards and a gendered education gap remain challenges for children trying to pursue quality education in Sierra Leone. These factors are compounded by problems ranging from poverty, to supply and space shortages, high student-to-teacher ratios and the lack of qualification and training of teachers, as well as young pregnancies, child marriage, gender-based violence and cultural biases.

Reference list

Ozisik, S. (2015). “Education in Sierra Leone”, The Borgen Project, https://borgenproject.org/education-sierra-leone/. Consulted on May 24th, 2023.

Son, P. (2016). “Education in Sierra Leone: Gender Inequality After Ebola”, The Borgen Project, https://borgenproject.org/education-in-sierra-leone-2/#:~:text=According%20to%20Business%20Insider%2C%20only,in%20Sierra%20Leone%27s%20education%20system. Consulted on May 24th, 2023.

O’Neill, R. (2014). Perpetuating a Vicious Cycle: The Causes and Effects of Poorly Educated Children in Sierra Leone. Global Majority E-Journal, 5(1): 44-56.

Coinco, E., Khatete, D. and Obdura, A. (2008). “The Out-of-school Children of Sierra Leone”, UNICEF, http://www.globalpartnership.org/media/library/Final_Out_of_School_Study_Sierra_Leo ne_012009.pdf. Consulted on May 24th, 2023.

UNICEF Sierra Leone (2022). “Education”, www.unicef.org/sierraleone/education. Consulted on May 24th, 2023.

access to education Educational Challenges gender disparity Girls Education poverty Sierra Leone

Educational Challenges in Afghanistan

Written by Matilde Ribetti

In Afghanistan’s rugged and culturally diverse landscape, education has always been an intricate tapestry woven with threads of resilience, determination, and hope. Despite decades of conflict, political turmoil, and economic instability, the pursuit of knowledge continues to ignite a flame of possibility within the hearts of the Afghan people. However, the path to education in Afghanistan is laden with numerous challenges that pose formidable obstacles to its realization.

In this article, we delve into the profound educational challenges that have plagued Afghanistan, shedding light on the systemic issues that have hindered progress and examining the far-reaching consequences for the country’s future.

By understanding the complexities of the educational landscape, we can uncover the potential solutions and interventions necessary to pave the way towards a brighter future for Afghan students.

Picture from Wanman uthmaniyyah on Unsplash

Historical Background

The history of education in Afghanistan is a tale deeply intertwined with the country’s rich cultural heritage and the struggles it has endured over the centuries. Education has long been valued as a cornerstone of Afghan society, with early records indicating the existence of educational institutions as far back as the 11th century. Islamic schools, known as madrasas, played a crucial role in teaching religious studies and the Arabic language. During the 20th century, a wave of modernization and reforms sought to establish a formal education system, introducing secular schools and universities.^[1] However, decades of conflict, including the Soviet invasion, civil wars, and the Taliban regime, severely disrupted the educational landscape. Schools were destroyed, teachers were displaced, and access to education became limited, particularly for girls.^[2]

Educational Challenges

Gender Disparity

As mentioned above, one of the most pressing challenges faced by the education sector in Afghanistan is the pervasive gender disparity. Cultural norms and deep-rooted societal barriers have led to the exclusion of girls from schools, denying them access to the transformative power of education.^[3]

During the Taliban regime in Afghanistan, which lasted from 1996 to 2001, access to education for girls was severely restricted and, in many cases, wholly denied. The Taliban implemented a strict interpretation of Islamic law, imposing a series of oppressive policies that targeted girls’ education. Girls were forbidden from attending schools, and educational institutions for girls were systematically shut down or repurposed for other uses. This denial of education deprived girls of their fundamental rights and perpetuated a cycle of illiteracy and limited opportunities for their futures. The Taliban’s restrictive policies affected formal schooling and limited women’s access to vocational training and higher education. The detrimental impact of these restrictions on girls’ education during the Taliban regime underscores the urgent need for ongoing efforts to ensure educational opportunities and gender equality for all Afghan children.^[4]

After the fall of the Taliban regime, significant progress has been made in improving education for girls. With the establishment of a new government and the support of international organizations, a concerted effort has been made to promote gender equality and expand access to education. Schools that were previously closed or destroyed have been reopened, and new educational institutions have been established across the country. Numerous initiatives have focused on increasing girls’ enrollment and retention rates, ensuring safe learning environments, and providing resources and infrastructure. In collaboration with NGOs and international partners, the Afghan government has implemented policies to address cultural barriers and discriminatory practices that hinder girls’ education. As a result, millions of girls have gained the opportunity to attend school, pursue higher education, and broaden their horizons. The improved access to education for girls in Afghanistan since the fall of the Taliban regime represents a significant step towards empowering women, enhancing gender equality, and fostering the country’s social and economic development.^[5]

However, the current situation for girls in Afghanistan following the Taliban’s takeover is a matter of deep concern and uncertainty. The Taliban’s return to power has raised fears about the potential rollback of hard-won gains in girls’ education. While the Taliban leadership has made statements indicating that they will allow girls to receive an education within the framework of their interpretation of Islamic law, the extent to which this will be upheld remains uncertain. Reports from various regions indicate that girls face barriers to education, with reports of schools being closed or converted to Islamic education centres. Additionally, there are concerns about the safety and security of female students, as the Taliban’s previous regime was notorious for its restrictions on women’s rights and education. The international community, along with local activists and organizations, is closely monitoring the situation and advocating for the protection of girls’ rights to education, which has already been significantly restricted.^[6]

Poverty-related issues

Moreover, poverty and limited resources further exacerbate the educational challenges in Afghanistan. Insufficient funding, lack of infrastructure, and inadequate teacher training hinder the quality of education provided. Many schools operate in overcrowded classrooms, lacking basic amenities and learning materials. Additionally, the widespread prevalence of child labour and the need for children to contribute to their families income further impedes their access to education.

Limited access to quality schools and educational resources is a significant hurdle impoverished communities face. Many families struggle to afford necessities, let alone invest in their children’s education. As a result, child labour and early marriage often become alternatives to schooling. Additionally, widespread insecurity and conflict in some areas of the country threaten educational facilities and discourage attendance. These challenges contribute to a high illiteracy rate and perpetuate the cycle of poverty, limiting opportunities for socioeconomic advancement. Addressing the academic challenges related to poverty in Afghanistan requires a comprehensive approach involving targeted interventions, increased investment in education, and the provision of social support to vulnerable communities.^[7]

In conclusion, the educational challenges concerning gender disparity and poverty in Afghanistan are deeply intertwined and pose significant obstacles to achieving a more equitable and prosperous society. The intersection of poverty and gender discrimination perpetuates a vicious cycle where girls and women from impoverished backgrounds face multiple barriers to accessing quality education. These challenges not only hinder their personal development but also restrict the overall progress and development of the nation. Efforts to address these challenges require a holistic approach that tackles poverty, gender inequality, and educational barriers simultaneously. By investing in inclusive and accessible education, empowering girls and women, and providing socioeconomic support to marginalized communities, Afghanistan can break the cycle of poverty and gender disparity, fostering a brighter future for all its citizens. Through concerted and sustained efforts, Afghanistan can overcome these challenges and ensure that every child, regardless of gender or socioeconomic background, has an equal opportunity to receive a quality education and fulfil their potential.

Bibliography

Baiza, Y. (2013). Education in Afghanistan: Developments, influences and legacies since 1901. Routledge.

Khwajamir, M. (2016). History and problems of education in Afghanistan. In SHS Web of Conferences (Vol. 26, p. 01124). EDP Sciences.

Mashwani, H. U. (2017). Female education in Afghanistan: Opportunities and challenges. International Journal for Innovative Research in Multidisciplinary Field, 3(11).

Ahmad, S. (2012). THE TALIBAN AND GIRLS EDUCATION IN PAKISTAN AND AFGHANISTAN–with a case study of the situation in the Swat District.

Alvi‐Aziz, H. (2008). A progress report on women’s education in post‐Taliban Afghanistan. International Journal of lifelong education, 27(2), 169-178.

Amiri, R., & Jackson, A. (2021). Taliban attitudes and policies towards education. ODI Centre for the Study of Armed Groups.

Ochilov, A. O., & Najibullah, E. (2021, April). HOW TO REDUCE POVERTY IN AFGHANISTAN. In E-Conference Globe (pp. 114-117)

L.Cox (2023). Taliban’s Wicked Abolition of Women’s Rights in Afghanistan. https://brokenchalk.org/talibans-wicked-abolition-of-womens-rights-in-afghanistan/, visited on 26^th of June 2023.

^[1] Khwajamir, M. (2016). History and problems of education in Afghanistan. In SHS Web of Conferences (Vol. 26, p. 01124). EDP Sciences.

^[2] Baiza, Y. (2013). Education in Afghanistan: Developments, influences and legacies since 1901. Routledge.

^[3] Mashwani, H. U. (2017). Female education in Afghanistan: Opportunities and challenges. International Journal for Innovative Research in Multidisciplinary Field, 3(11).

^[4] Ahmad, S. (2012). THE TALIBAN AND GIRLS EDUCATION IN PAKISTAN AND AFGHANISTAN–with a case study of the situation in the Swat District.

^[5] Alvi‐Aziz, H. (2008). A progress report on women’s education in post‐Taliban Afghanistan. International Journal of lifelong education, 27(2), 169-178.

^[6] L.Cox (2023). Taliban’s Wicked Abolition of Women’s Rights in Afghanistan. https://brokenchalk.org/talibans-wicked-abolition-of-womens-rights-in-afghanistan/, visited on 26^th of June 2023.

^[7] Ochilov, A. O., & Najibullah, E. (2021, April). HOW TO REDUCE POVERTY IN AFGHANISTAN. In E-Conference Globe (pp. 114-117)

access to education Afghanistan Educational Challenges gender disparity

Educational challenges in South Korea

Written by Camille Boblet—Ledoyen

South Korea, or more officially the Republic of Korea, is a country in Southeast Asia, the tenth largest economy in the world and a middle power. To fully understand the educational challenges of contemporary South Korea, we need to remember the historical context: a former Japanese colony until 1945, the Korean peninsula is an underdeveloped region with an estimated adult literacy rate of 22%. Pre-1945 Korea was a peninsula with very rigid social classes, influenced by Confucian values. The democratization of education beginning in the 1960s – largely driven by the containment of communism – resulted in an increase in the adult literacy rate to 87.6 per cent in 1970, 93 per cent in the late 1980s and 98.8 per cent today. The Korean education system is now ranked 7th in the world in the PISA ranking (Average Score of Mathematics, Science and Reading, 2018) and 6 Korean universities are among the top 200 in the world (Times Higher Education, 2023). Despite all these statistics which show a spectacular evolution, the South Korean system remains deeply unequal: this inequality of opportunity inherited from elitist Confucian values is today the main challenge for the country. Fifty years of economic and industrial development have certainly made Korea the eleventh largest country in the world; however, the social question was completely overshadowed. While the demonstrations of June 1987 enabled the country to become a democracy, they did not introduce the notion of the Welfare-State.

Korean students during Suneung exam. Photo by Koreaners.

EDUCATION SYSTEM

The educational system in Korea places an almost inordinate emphasis on standardized tests. South Korea’s university entrance exam, called Suneung, is widely regarded as the most important test in the country. The exam, which is taken by high school seniors, determines a student’s eligibility for admission to top universities in the country. The emphasis on the test has created a culture of intense competition, which places a significant amount of pressure on students. The pressure to perform well on the Suneung has led to a phenomenon known as “exam hell.” Students are expected to spend long hours studying, attending cram schools, and sacrificing their social lives in order to prepare for the exam. This exam has no equivalent in Western educational systems. There is no national exam in the United States of America to get into higher education. In Canada and Europe, there are high school graduation exams: the High School Diploma in Canada, the Abitur in Germany, the Baccalauréat in France, the Maturità in Italy and the Bachillerato in Spain. In South Korea, the exam is portrayed as “having the opportunity to make or break your future.” According to the Ahn’s Presidential Advisory Council on Education, Science and Technology, more than 200 students committed suicide in 2009 and about 150 the following year. The course of this exam even gives rise to unique situations:

“14,000 police officers are mobilized to ensure good traffic flow. And there is even an emergency number for latecomers. They call it and a policeman comes to pick up the student at his home to take him to his exam center. […] landings and take-offs are banned in all airports during the language tests because the candidates are listening to recordings.” (Radio France, 2017).

Therefore, the pressure is not only on students, but also on parents who invest heavily in their children’s education, often leading to a financial burden. The emphasis on standardized tests has also led to a narrow curriculum. Schools focus on teaching the material that is likely to be on the test, leading to a lack of emphasis on critical thinking, creativity, and problem-solving skills. The result is a generation of students who may excel in memorization, but struggle when faced with real-world challenges.

We should also point out the lack of diversity in teaching methods. The country has a highly centralized education system, with a focus on rote learning and standardized testing. While this approach has led to high levels of academic achievement, it has also resulted in a lack of creativity and critical thinking skills among students. In recent years, there has been a growing recognition of the need to introduce more diverse teaching methods to encourage creativity and problem-solving skills.

One of the most significant impacts of the COVID-19 pandemic on the Korean educational system was the sudden shift to online learning. Students were required to participate in virtual classes to continue their education. This shift to online learning presented numerous challenges, including access to technology, internet connectivity, and the need for teacher training in remote instruction. While many students were able to adapt to online learning, others struggled due to the lack of in-person interaction and support from teachers. The digital divide has been a longstanding issue in the Korean educational system, and the pandemic exacerbated this issue. The Korean government implemented several initiatives to address the digital divide, including providing laptops and tablets to low-income families and expanding access to high-speed internet. However, these efforts were not enough to address the disparities in access to technology and internet connectivity.

COMPETITION

One of the most significant challenges facing South Korea’s education system is the intense pressure that students are under. As a country with a Confucian tradition, there was an examination to become a civil servant in Korea called Gwageo. Similar to the imperial examination in China, this selection method was very long prized by the Korean elites until its abolition in 1894. The selection and competition between students is therefore ancient and deeply rooted in Korean society. From a very young age, students are expected to perform at an incredibly high level in order to gain entry into top universities and secure high-paying jobs. This pressure can be so intense that it can lead to mental health issues such as depression and anxiety. Moreover, this pressure on students has led to a culture of cramming and rote memorization rather than a focus on critical thinking and creativity. The level of competition that exists in Europe has nothing to do with that in South Korea. Competition leads to two things among students: considerable inner stress A terrible degradation of human relationships. The other is no longer a fellow man. Korean students do not go to bed before eleven o’clock in the evening, and their school day is hectic. Their minds are focused on work and how to become the best in the class. Everything else is put aside: relationships, music, sports, etc. In the school environment, no one really is a friend. There are only competitors. This competition begins at a young age, with students vying for spots at prestigious elementary schools and continues throughout their academic careers. This competition can be so intense that it can lead to cheating and other unethical behavior in order to gain an advantage.

This competition leads to a number of problems. Firstly, it leads to a lack of diversity in the education system. Students are pushed to excel in certain subjects, such as math and science, at the expense of other subjects, such as the arts and humanities. This focus on certain subjects leads to a lack of well-rounded education. Additionally, the competitive nature of the education system leads to a lack of collaboration among students. Instead of working together to solve problems, students often view their classmates as competitors and are hesitant to share their ideas or knowledge. This lack of collaboration can hinder the development of critical thinking and problem-solving skills.

Focusing on the artistic representations of school in South Korean society makes us aware of the importance given to education. School and more generally school performance are over-represented in films and series (K-Drama). To perform poorly in school or to perform less well in school is perceived by society as a tare and something very shameful, which is the central element of the film Parasite (shooted by Bong Joon-ho, 2019). The main protagonist’s family lives excluded from this society of success, in an unhealthy basement, without money and living from day to day. As the film shows, being poor is a disgrace for the people concerned: if they are poor, it is because they have not worked well. To succeed, you have to work hard: this is the leitmotif of Korean culture. Without hard work, there is no salvation. The 2012 release of the film Pluto by director Shin Su-won caused a lot of reaction and controversy in the country. This highlights several issues of the Korean educational system. All the students in the film are doomed to succeed. And they will do anything to achieve it, even dehumanize the other person and stoop to animal behaviour. The main protagonist feels humiliated in front of prosperous children who are more confident of success than he is. It is this feeling of inferiority that will push him to commit the irreparable. Wealthy students are ready to kill their competitors which is the whole plot of the film: students go crazy, don’t sleep at night, commit acts of rape and humiliation on other students.

EQUAL OPPORTUNITIES

The Republic of Korea has one of the highest rates of gender inequality among OECD countries. Women’s labor force participation in 2019 is 60%, 5 percentage points lower than the OECD average. The gender pay gap is a concern: while the OECD average is 12.5%, the gap is 32.5%. While this gap is decreasing (it stood at 41% in 2000), it remains indicative of the gender divide. The Republic of Korea has made progress in terms of gender equality, but still has a long way to go to reach the standards of other developed countries. Gender equality must be promoted from school onwards, which is currently not the case, if at all. If it is not able to ensure that young Korean women students have well-paid jobs with equal pay to men, then the country’s economic dynamism and social welfare will suffer.

Students from low-income families or rural areas often have limited access to quality education and may struggle to compete with their wealthier peers This gap in educational opportunities can lead to a lack of social mobility. Students from low-income families may struggle to get into top universities or secure well-paying jobs, despite their academic abilities. This can lead to a cycle of poverty, as these students may not have the resources or opportunities to improve their situation. The fact that tuition fees are very high (4 million South Korean won, or 3,500 euros per semester) is a serious impediment to education for all and prevents any social climbing. For comparison, the OECD average in terms of tuition fees is 2,800 euros per year.

The South Korean education system has been criticized for its lack of diversity and inclusion. South Korea is a homogeneous society, and this is reflected in its education system. The curriculum is focused on teaching Korean history, culture, and language, with little emphasis on other cultures or languages. The lack of diversity in the education system can lead to a narrow-minded view of the world. Students are not exposed to different cultures, religions, or ways of thinking, which can limit their ability to be open-minded and empathetic. The education system in South Korea has also been criticized for its lack of support for students with disabilities. According to a report by the Korea Institute for Special Education, only 31.6% of students with disabilities attend regular schools, while the rest attend special schools. The lack of inclusion can lead to a sense of isolation and stigmatization for these students, who may feel excluded from mainstream society.

CULTURE OF PRIVATE TUTORING

South Korea’s society is well known for the importance of private tutoring (hagwon). Private tutoring has become a necessary part of education in South Korea, as parents feel that it is the only way to ensure their children’s success. According to a report by the Korean Educational Development Institute, nearly 80% of South Korean students attend hagwon. Private tutoring is offered in a variety of subjects, including math, science, English, and Korean language. The cost of private tutoring can vary depending on the subject and the qualifications of the tutor, with some parents paying large sums of money to provide their children with extra support outside of school. The high demand for hagwon has led to a rise in the cost of private tutoring, which can be a financial burden on families. The pressure to succeed academically can be intense, with many students experiencing high levels of stress and anxiety. The cost of hagwon can be as high as 30% of a family’s income, putting pressure on parents to work longer hours or take on additional jobs to pay for their children’s education. The reliance on private tutoring has also led to a lack of trust in the public education system. Parents feel that the public schools are not doing enough to prepare their children for the standardized tests, leading to a loss of faith in the system. This has also led to a lack of support for teachers, who are often blamed for their children’s lack of success.

Students from wealthier families are indeed more likely to be able to afford high-quality private tutoring, which can give them an advantage over their peers from lower-income families. This leads to a cycle of disadvantage, with students from lower-income families struggling to keep up with their peers and falling further behind.

CONCLUSION AND RECOMMENDATIONS

While the Korean government implemented several initiatives to address these issues, the pandemic has underscored the need for greater investment in technology and support for disadvantaged students, as well as a greater emphasis on social and emotional learning. All things considered, the pandemic was the revelation of all the dysfunctions and challenges of the South Korean educational system.

The foremost concern of the Korean government should be tackling gender gap. should promote gender awareness and gender-sensitive education in schools, as well as develop educational programs that challenge traditional gender roles and promote gender equality. Violence against women is a significant issue in South Korea: the government should develop laws and policies that protect women from violence, as well as promote public awareness campaigns that challenge harmful attitudes towards women. The civil society and the government must work hand in hand to change cultural norms that reinforce gender inequality. This can be done through public campaigns, media messages, and the promotion of gender equality in popular culture. South Korea’s educational system could introduce policies to encourage more girls to pursue STEM fields. This could include offering scholarships and financial support to girls studying STEM subjects, as well as providing mentorship opportunities and career guidance. Additionally, schools could work to eliminate gender biases in the classroom and provide female students with positive role models in STEM fields.

The existence of an exam as stressful and complex as the Suneung is problematic. The fact that students are committing suicide demonstrates how this system poses a real threat to student well-being. The government should be inspired by foreign evaluation methods, either similar to the United States of America, where the final grade gives an important place to continuous assessment, or similar to the examinations held in Europe, where oral examination is more practiced.

To address the high cost of private tutoring, South Korea’s educational system could introduce policies to provide additional support for students who need it. This could include providing after-school tutoring and study sessions at no cost to students.

REFERENCES

Andrea Matles Savada and William Shaw, editors. South Korea: A Country Study. Washington: GPO for the Library of Congress, 1990.

Hossein Sharif, “Suneung: The day silence falls over South Korea”, BBC News, November 2018.

Jiyeon Lee, “South Korean students’ ‘year of hell’ culminates with exams day”, CNN, November 2011.

Gérald Roux, « C’est comment ailleurs ? », France Info, Radio France, June 2017 [French].

Yongsoo Yang, “Gender equality: Korea has come a long way, but there is more work to do”, 12 ways Korea is changing the world, OECD, October 2021.

OECD, “Access to education, participation and progress”, Education at a Glance 2021, OECD Indicators, 2021.

Thomas Hatch, “Known for its intense testing pressure, top-performing South Korea dials it back”, The Hechinger Report, November 2017.

Arne Duncan, “Education Is the New Currency”, Mapping the Nation, Asia Society, November 2013.

Huiyan Piao & Yuna Hwang, “Shadow Education Policy in Korea During the COVID-19 Pandemic”, ECNU Review of Education, vol. 4, 2021.

Agata Lulkowska, “An Oscar for Parasite? The global rise of South Korean film”, The Conversation, January 2020.

Choi Woo-Young « Condamnés à réussir », Arte, March 2017 [French].

Educational Challenges exams gender disparity private tutoring South Korea

Educational challenges in Pakistan

Written by Sara Ahmed

Introduction

Education lays the foundation for political, social and economic development of any country.^[1] As a developing country, Pakistan has faced many critical problems when it comes to education and has one of the world’s highest numbers of out-of-school children (OOSC). There are various factors responsible for the educational situation in Pakistan. This article explores some of the challenges that Pakistan faces when it comes to the educational sector.

The Pakistani educational system

The Pakistani educational system exists of public schools, private schools and madrassas. Madrassas are working as Islamic Seminaries; they are imparting Islamic education at graduation level and are often found in more rural areas of Pakistan. These different institutions all have different mediums of teaching, curricula, and also examination systems. This is a barrier in the countries education sector, because it has become a dividing force between the privileged and underprivileged people in the society, leading to economic disparity.^[2]

Across all levels of education, the public sector remains the main provider for educational services in Pakistan. Except for the pre-primary level, total enrollment in public schools is almost double compared to private schools.^[3] The majority of public schools in Pakistan are primary schools; only 20% are middle and secondary schools. Limited and uneven school access is one of the most daunting challenges for augmenting school enrollment and completion.

As can be seen from Image 1, The United Nations Development Program mentioned that in 2020, 64% of the Pakistani youth lived in urban areas and 26% in rural areas. 70% of the Pakistani youth was literate, while 30% was illiterate in 2020. Furthermore, 39% of the youth was employed, while the majority (61%) was unemployed and only 4% looking for a job. Another issue is the access to internet. Only 15% of the youth had access to internet in 2020, while 85% did not. 48% of the youth did not even have a mobile phone. The latter was a huge issue during the COVID-19 Pandemic in Pakistan.

Another important issue is that of gender disparity. Throughout Pakistan’s educational system, there is a gender disparity between males and females. According to the 2016 Global Gender Gap Report, Pakistan was ranked the second worst country in the world regarding gender inequality.^[4] This is of most concern in more rural areas where access to education for girls is limited.

Out-of-school children (OOSC) and literacy rates

Another major problem that Pakistan faces is that it has one of the world highest numbers of OOSC. Estimated is that 22.8 million children between the age of 5-16 are not attending school; representing 44 per cent of the total population in this age group.^[5] The disparities based on gender, socio-economic status and geography are significant. In Sindh for example, 52 per cent of the poorest children (of which 58 per cent are girls) are out of school. The figures are even higher in Balochistan, where 78 per cent of girls are out of school.^[6]

On image 2, one can see the different stages of education; the number of children enrolled in the type of education and the number of out-of-school children in that stage.

The socio-economic disparities in Pakistan do not only exist between rural an urban regions, but also between the different provinces in Pakistan. This has an impact on educational outcomes, including gaps in access to education and overall education attainment. A good example is the literacy rate in Pakistan. In the bigger cities, such as Lahore and Islamabad and Karachi, the literacy rates are almost 75%. On the other hand, we have the tribal regions in Balochistan (Pakistan’s poorest and largest province) where the literacy rates can be as low as 9%.^[7]

Quality of education

According to a report of UNESCO, the quality of educational institutions and teachers in Pakistan is very low. In remote parts of Pakistan, the availability of teachers is drastically lower.^[8] There are also a lot of so called ‘ghost teachers’ that sap public payrolls by not showing up for work. While most of these problems are worse at the elementary level, where most of Pakistan’s students are enrolled, they have ripple effects for the entire education system and depress enrollment rates at all levels.

Furthermore, teachers are often not provided with the necessary equipment’s and training for the knowledge and skills. The main reason is the poor management, lack of finding and improper training standards. In addition to this, the curriculum is often outdated, resulting in a major lack of professional development.

Most students in Pakistan attend public schools. Public schools often do not contribute to a positive learning environment. The classrooms tend to be overcrowded, the electricity and air conditioning is not always working, insufficient use of playgrounds and libraries and most schools do not have commuting systems in place, which exacerbated female drop-out rates. Long home- to-school distances and poor transportation and communication facilities are among the important causes of dropout at the primary level in Pakistan. Poor children, especially girls who are not allowed to travel long distances alone, suffer the most as commuting costs and time increase.

In an interview with TCM Originals, Tariq Banury (a Pakistani educationist, professor and economist), opens up about the current struggles of the Pakistani educational system. He explains that a lot of students, after finishing their degree, do not have the basic skills they should possess. He blames the process in which professors are hired and the outdated curriculum. He continues to explain that professors and curriculum should not stand still, but should evolve with time and science available.^[9]

Another major issue is the government’s annual spending on the educational field. Most of the United Nation’s agencies recommend countries to spend a minimum expenditure of 4% on education. Pakistan had only spent 1,77% of GDP on education in 2021-2022. In recent years, the highest percentage of GDP Pakistan has spent on education was in 2017-18, when education expenditures were raised to 2.12%. The usual argument given for lack of spending on education has always been and still is that Pakistan does not have the resources to increase the level of spending on the educational field.^[10]

The effects of the COVID-19 Pandemic

The COVID-19 Pandemic also had its effect on Pakistan and its educational system. Because of COVID-19, Pakistan had to consider using online classes. However, many students, especially in rural areas, do not and did not have access to the Internet. Students who are on the lower ladder of the economical circle and students who live in rural areas had been greatly disadvantaged by this new learning method. Many students did not have access to a laptop or even internet. This has greatly impacted the lives of many students in Pakistan, who therefore could not access their education online.^[11] This has also resulted in high drop-out rates across the various levels of education in Pakistan.^[12]

Low-income families have been the hardest hit by the pandemic. High rates of poverty have put more burden on adolescent girls to stay at home to reduce schooling costs. Coupled with household chores and early marriage, many may never return to the classrooms.^[13] Pakistan was already struggling with high illiteracy rates, the Pandemic has made this situation even worse and has affected the learning of approximately 40 million students across Pakistan.^[14]

Conclusion

Pakistan’s educational system has improved over the years, but still tends to rely too heavily on outdated teaching and examination methods. While great strides have been made in improving literacy and participation rates, the education system remains largely elitist with access to the best educational opportunities available only to the more affluent or well-connected students. Furthermore, the COVID-19 Pandemic has had a great impact on the lives of many students who could not access education at the time and increased the drop-out rates across all educational levels in Pakistan. Additionally, Pakistan does not spend the suggested minimum amount of 4% of GDP on education, the percentage is not even half of the suggested amount by the United Nations Bodies. Pakistan does have the intention to increase its annually spending on the educational field. Is this a feasible goal? Only time can tell. In the meantime, many students will still struggle to access the educational system of Pakistan.

References

ADB Briefs, ‘Access Challenges to Education in Pakistan’ (2022), NO. 27, <https://www.adb.org/sites/default/files/publication/771091/adb-brief-207-access-challenges-education-pakistan.pdf< accessed on 6 March 2023
Adnan Muhammad “Online learning amid the COVID-19 pandemic: Students perspectives” (2020) Journal of Pedagogical Sociology and Psychology. 1(2): 45–51
Anooshay Abid, ‘How has COVID impacted Pakistans’s education system?’ (2021), https://www.dw.com/en/how-has-covid-impacted-pakistans-education-system/a-59264829
Iqbal Ahmad et al, ‘Critical analysis of the problems of education in Pakistan: possible solutions’, IJERE (3:2) June 2014
Rabea Malik, ‘The Impact of COVID-19 on education in Pakistan’ (2020), https://www.cambridge.org/partnership/research/challenges-and-opportunities-pakistan-education-systems-covid-19-response
Robert Hunter, World Education Services: Education in Pakistan (2020), >https://wenr.wes.org/2020/02/education-in-pakistan< accessed on 5 March 2023
Sahiba Abid, ‘Education in Pakistan: problems, challenges and perspectives (2022) >https://www.pakistangulfeconomist.com/2022/08/29/education-in-pakistan-problems-challenges-and-perspectives/< accessed on 3 March 2023
TCM Orginals, ‘Does Pakistan’s Higher Education System Need Reform? Educationist Tariq Banuri’ (2021), https://www.youtube.com/watch?v=lPkv9hEIUJw
Unicef, ‘Education: giving every child the right to education’, <https://www.unicef.org/pakistan/education> accessed on 6 March 2023
World Economic Forum, ‘Global Gender Gap Report 2016’ (2016)

^[1] Iqbal Ahmad et al, ‘Critical analysis of the problems of education in Pakistan: possible solutions’, IJERE (3:2) June 2014, p 79.

^[2] Robert Hunter, World Education Services: Education in Pakistan (2020), >https://wenr.wes.org/2020/02/education-in-pakistan< accessed on 5 March 2023.

^[3] ADB Briefs, ‘Access Challenges to Education in Pakistan’ (2022), NO. 27, <https://www.adb.org/sites/default/files/publication/771091/adb-brief-207-access-challenges-education-pakistan.pdf< accessed on 6 March 2023.

^[4] World Economic Forum, ‘Global Gender Gap Report 2016’ (2016) p 22.

^[5] Unicef, ‘Education: giving every child the right to education’, <https://www.unicef.org/pakistan/education> accessed on 6 March 2023.

^[6] Idem.

^[7] Robert Hunter, World Education Services: Education in Pakistan (2020), >https://wenr.wes.org/2020/02/education-in-pakistan< accessed on 5 March 2023.

^[8] Unicef, ‘Education: giving every child the right to education’, <https://www.unicef.org/pakistan/education> accessed on 6 March 2023.

^[9] TCM Orginals, ‘Does Pakistan’s Higher Education System Need Reform? Educationist Tariq Banuri’ (2021), https://www.youtube.com/watch?v=lPkv9hEIUJw.

^[10] Sahiba Abid, ‘Education in Pakistan: problems, challenges and perspectives (2022) >https://www.pakistangulfeconomist.com/2022/08/29/education-in-pakistan-problems-challenges-and-perspectives/< accessed on 3 March 2023.

^[11] Adnan Muhammad “Online learning amid the COVID-19 pandemic: Students perspectives” (2020) Journal of Pedagogical Sociology and Psychology. 1 (2): 45–51.

^[12] Rabea Malik, ‘The Impact of COVID-19 on education in Pakistan’ (2020), https://www.cambridge.org/partnership/research/challenges-and-opportunities-pakistan-education-systems-covid-19-response.

^[13] Anooshay Abid, ‘How has COVID impacted Pakistans’s education system?’ (2021), https://www.dw.com/en/how-has-covid-impacted-pakistans-education-system/a-59264829.

^[14] Idem.

access to education Educational Challenges enrollment gender disparity literacy rates Pakistan Quality of Education youth

Educational Challenges in Cameroon

Written by Frida Martine E. Brekk

Cameroon is known as “Africa in miniature”, a country located in central Africa, bordered by Nigeria to the west, Chad to the northeast, the Central African Republic to the east, Gabon and the Republic of the Congo to the south, and Equatorial Guinea to the southwest. With a population over 25 million, Cameroon is one of the most ethnically diverse countries within the African continent, with more than 250 ethnic groups and languages. The country is known for its unique cultural heritage, natural beauty, and abundant natural resources, including oil, gas and minerals. However, Cameroon also faces an array of challenges inclusive of educational barriers, high poverty, inequality, political instability, and environmental degradation. Despite these challenges, the country has made significant progress in recent years, and is working towards achieving sustainable development, and economic stability overall.

Cameroon, like many other nations in the African continent, faces a range of educational challenges that limit access to quality education and hinder the development of human capital. Despite progress in recent years, significant gaps in access, quality and relevance of education persist, particularly in rural areas and among marginalized populations. Inadequate infrastructure and resources, gender inequalities, poor quality of education, vocational training mismatches, and limited funding area some of the key challenges that Cameroon’s education system faces. Addressing these challenges is crucial for improving and promoting inclusive and sustainable development, reduction of poverty, and improving the overall well-being of the country’s citizens. Addressing the obstacles of Cameroons educational challenges will require a concerted effort from the government, civil society, and the international community to increase access to education, and ensure that students are receiving the skills and training required to further succeed in the job market.

Access is largely to blame in regards to the country’s challenges on the topic of education. Despite the nations progress in recent years, many children, particularly in rural areas, still lack access to quality education. This is due to a severe lack of infrastructure and resources including schools, textbooks, and qualified teachers. Many educational institutions in Cameroon are poor in condition, with inadequate facilities and a shortage of lecturers, professors and teachers.

Additionally, there is a significant gender disparity in access to education, with girls facing particular challenges in accessing education due to cultural beliefs and attitudes, poverty, early marriage, and pregnancy. These are particularly acute in rural areas, where the majority of families struggle to afford the costs of education, and there are fewer schools and teachers. As a result, many children find themselves forced to drop out of school prematurely or are never able to attend to begin with, which results in a limitation of opportunities for economic and social advancement. Lack of access to education not only limits individuals ability to secure employment and earn a sustainable income and life, but also limits the potential of individuals to improve their living standards and overcome and reduce poverty on a national scale. In order to address these challenges, the government of Cameroon must work towards the investment of educational infrastructure, increase the number of educators, and directly address the underlying social and economic barriers that enable limitation of access to education for marginalized communities.

Cameroon’s education system faces notable challenges with regard to gender disparities and gender inequalities. Girls continue to face significant barriers to accessing education. Cultural attitudes, poverty, early marriage, and pregnancy all contribute to lower enrollment rates and higher drop out rates among girls. This not only limits their opportunities for independent, personal growth and development but also hinders the overall development of the nation as a whole. In addition to lower enrollment rates, girls also face discrimination in the classroom. They are often subjected to lower expectations, receiving less attention from teachers, and are therefore given fewer opportunities for advanced study. This hinders social mobility and perpetuates a cycle of gender inequality that limits the potential of girls and women alike, both in terms of personal achievement and contributions to the country’s economy and society.

According to UNESCO data, in 2019, the net enrollment rate for girls in primary school in Cameroon was 83.5%, compared to 92.4% for boys. For secondary school, the net enrollment rate for girls was 33.5%, compared to 42.1% for boys. Drop out rates for girls are also significantly higher than for boys at both the primary and secondary levels. According to the Ministry of Basic Education, the primary school dropout rates for girls was at 10.6% in 2018, compared to 7.6% for boys. At the secondary level, the dropout rate for girls was 36.5% , compared to 26.2% for boys.

Cameroon has implemented a range of policies and programs aimed at promoting gender equality within the education system. These efforts include elimination of gender stereotypes in the classroom promotion of girls’ education in rural areas, and provide financial support to families in hopes to offset the costs of schooling. Non-governmental organizations and civil society groups have played a critical role in advancing gender equality in education, working to raise awareness of the importance of girls’ education by supporting programs that promote access to these marginalized groups. Despite these efforts, progress has been slow, and significant challenges very much remain. Further action and effort is required to address social norms that perpetuated gender inequality, and promote equal opportunities for all students, regardless of their gender or socio-economic background and status. By actively addressing these challenges, Cameroon can assist in ensuring that all of its citizens have the opportunity to reach their full potential and contribute to the overall growth and development of their nation.

The lack of quality in Cameroon’s education system is another vital concern. The quality of education and the system remains low, with limited resources and inadequate teacher training and certification. According to the World Bank, only 47% of students can read a simple sentence in French or English by the end of primary school, and only 32% can do basic mathematics. This lack of quality in education results in significant implications for the country’s overall development and advancement, as it limits the potential of its citizens and therefore inhibits economic growth. The access to quality education is ever more linked to socio-economic status, with children from poorer families less likely to have access to quality education. This contributes to a never ending cycle of poverty and inequality, with limited opportunities for those who are unable to access said education. Cameroon’s policies and efforts to provide advanced training to teachers, increase access to newer textbooks and alike learning materials, and promote the use of technology within classrooms has fallen short – much more needs to be done to ensure access to quality education.

Non-governmental organizations and civil society groups have played a critical role in promoting access to education, working to improve trainings and through support programs in hopes of better learning outcomes. These efforts have been imperative in advancing access for marginalized communities. Moreover, the majority of educational materials and textbooks used are outdated, with little effort made to update the content or incorporate new teaching methods. This has led to a mismatch between the skills taught in schools and the demands of the ever evolving job market, hindering the ability of students to develop the skills required to succeed in todays modern economy.

Alongside the lack of material, Cameroon’s significant challenge lays in overcrowded educational institutions, which are more prevalent in rural areas. According to a report by the World Bank, the student-teacher ratio in primary schools is approximately 49:1, which is substantially higher than the recommended ratio of 30:1. This places a strain on the education infrastructure and disables teachers from providing individualized attentions students. Educational institutions lack basic facilities such as classrooms, desks and chairs, resulting in students sitting on the floor or sharing desks, which can lead to further distractions in an already deficient environment – hindering their ability to learn and develop new skills. As many schools are underfunded and struggle to meet basic needs, let alone invest in newer resources – resulting in outdated textbooks, resources and equipment and further results in failure to engage and motivate students. Additionally, the procurement process for textbooks and learning materials can be slow and bureaucratic, making it difficult to obtain the latest materials in a timely manner, or in any way at all. Lack of internet access and digital infrastructure is another major challenge faced by the education institutions in Cameroon.

Unemployment is a staggering challenge, particularity among the youth of Cameroon. According to the World Bank, the youth unemployment rate was estimated to be over 13% in 2019, and this figure is ever likely to already be higher in reality due to underemployment and informal work. One major factor contributing to this issue is the lack of vocational training programs. Vocational training programs have successfully proven to provide skills and experience required to enter the workforce and further build sustainable livelihoods. However, these programs are often limited in scope and accessibility, or completely nonexistent due to the high cost of tuition as well as limited availability of said programs. Additionally, there is often a mismatch between the skills taught in vocational training programs alongside the needs of employers within the current, yet ever changing job market. Lack of vocational training programs contributes to a cycle of poverty and unemployment, particularly in rural areas where access to formal education and thereafter job opportunities, if existent, is limited. This results in youth taking on low-paying jobs, as well as work in the informal economy, where wages are inadequate and working conditions are uncontrolled, and can be hazardous. In order to take action towards this concern, the government of Cameroon has launched a “National Vocational Training Strategy” aimed at expanding the reach and scope of vocational training programs across the country, as well as partnering alongside already established international organizations in providing funding and further support. Said NGOs, and international organizations alike have providing further independent funding and resources in advocating for policy reforms aimed at expanding access to quality vocational training. By ensuring these programs are tailored to the needs of the labor market, Cameroon can assist in the reduction of unemployment and provide its citizens with the skills and required experience to build sustainable livelihoods, as this would be in the interest to the economic advancement of the country as a whole.

In recent years, education funding in Cameroon has been a high topic of concern as the government continues to fall short in meeting the needs. Despite the governments commitment to education, the allocation of resources to the sector has been inadequate, leading to an array of setbacks and shortcomings. According to a recent report by the United Nations Development Program, Cameroon’s education sector is facing a funding shortfall of over $300 million. This funding gap has had a severe impact on the quality of education in the country, where schools often lack basic amenities as aforementioned. A critical issue being the lack of investment in the training and recruitment of educators. The majority of educational institutions in the nation struggle to attract and retain qualified teachers due to poor working conditions and even lower salaries, resulting in students left with inadequate instruction. Infrastructure is also underfunded, resulting in a lack of running water, electricity and proper sanitation facilities, making it difficult for students to study and pursue their studies in a conducive environment. This lack of infrastructure has led to a high drop out rate. Despite these challenges, the government has implemented the “Education Sector Plan” (ESP) in 2018. The ESP aims to improve access to quality education, particularly for girls, and increase investment in teacher training as well as recruitment. However, critics argue that the governments efforts fall short and much more needs to be done in addressing the shortcomings within the country’s education sector. They point to the fact that Cameroon’s education spending is well below the recommendation of 20% of the national budget, with only 13% allocated to the sector in 2020. Education funding in Cameroon remains a staggering challenge that requires immediate, urgent and transparent attention. The government must prioritize investment in the sectors to ensure that all students have access to quality education in order to achieve their full potential. Failure to do so will mean long-term implications for the country’s social and economical development.

Lack of education exacerbates health problems in Cameroon. Education plays a vital and imperative role in promoting health, particularly in areas such as maternal and child health, infectious diseases, and nutrition. Lack of education hinders the populations ability to access health education and information, leading to preventable health issues and lack of knowledge and skills to take care of their health in preventing diseases, seek appropriate medical care, or understanding in the importance of vaccinations and other preventative measures. Secondly, many Cameroonians may not be aware of the risks of certain behaviors, such as unprotected sex, that can lead to the transmission of diseases. Lack of education limits their understanding of health-related issues and reduces the individuals ability to make informed decisions accordingly. Thirdly, lack of education statistically contributes directly to poor nutrition, which is a significant health problem in this western African nation. Malnutrition affects a significant portion of the population, specifically children under the age of 5. It is studied that without education, individuals may not known how to grow, prepare, and consume a balanced diet.

Additionally, the lack of education directly hinders the country’s ability to address public health issues such as epidemics and pandemics. During Covid-19, the lack of education was directly connected to the difficulties endured by the population to understand and comply with health guidelines, leading to increased transmission rates. Lastly, women who lack education are less likely to seek medical care when necessary, as lack of education limits their ability to access health care altogether which directly results in higher rates of maternal and child mortality. In addition to strengthening the education sector, the health education should also be integrated into the curriculum in a safe, conclusive and secure manner for both genders alike.

Additionally, the lack of education contributes to social unrest as well as political instability. When individuals are unable to secure employment or participate fully in the economy, they are more likely to become involved in criminal activities or even join extremist groups. In Cameroon, the lack of education has been identified as a contributing factor to the rise of Boko Haram and other extremist groups. Boko Haram are recognized as a group seeking to establish the Islamic state, whilst opposing western education, which they view as a threat to their ideology, this extremist group is a concern within Cameroon in regards to the education sector. Boko Haram has specifically targeted schools, particularly those in the northern regions of the country, where poverty and lack of education are prevalent. The group has abducted school children and attacked institutions, resulting in the closure of schools and hindering children’s access to education. Boko Haram has been recognized in using education as a recruitment tool, targeting vulnerable youth who lack access to education by promising them ‘a better life’ if they join the group. Poverty has fueled hopelessness among youth in Cameroon, making them vulnerable to extremist ideologies. Additionally, this has perpetuated social inequality, particularly gender disparities, which have resulted in the exploitation of girls and women by the extremist groups. To counter the rise of existing and creation of further extremist groups, the focus on education is imperative.

Cameroon’s English speaking minority has been marginalized by the dominant francophone nation since 2017. The unresolved and ongoing civil war conflict has resulted in at least 15 attacks at in schools, resulting in the shut down and depriving 700,000 students from education. The education system has been held hostage by this military-separatist war. “Armed separatists bear full responsibility for these targeted attacks on education, but the response of the Cameroonian government and security forces has been inadequate and is hampered by the numerous abusive counterinsurgency operations in the Anglophone regions, which have spread deep mistrust among the civilian population victimized by these operations,” according to HRW. This has resulted in “uneducated generation of Anglophone youth joining criminal fighters because they lack other economic survival skills” writes journalist Aurore Bonny for the Anadolu Agency.

Cameroon faces various educational challenges that consistently hinder the country’s progress towards sustainable development. While significant progress has been made, much still needs to be accomplished in order to ensure that every Cameroonian has access to equal and quality education. Addressing these challenges will demand a collective, unified and transparent effort from the government, civil society organizations, and international partners. Only then can Cameroon provide its citizens with the tools required in order to build a prosperous future and contribute to the development of their nation.

access Cameroon Educational Challenges gender disparity poverty Quality of Education Violence

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