التحديات التعليمية في اليمن: كيف يعرض الصراع التعليم للخطر

أطفال يمنيون يلعبون في أنقاض المباني التي دمرت في غارة جوية، تصوير بيتر بيرو
Source: https://www.flickr.com/photos/eu_echo/48479825097/in/photostream/

ما الذي يحدث في اليمن منذ عام ٢٠١٥؟

اليمن لها جذور قديمة في مفترق طرق الشرق الأوسط وآسيا وأفريقيا، والجمهورية اليمنية هي دولة جديدة نسبيا. تم إنشاؤه في عام ١٩٩٠ بعد توحيد اليمن الجنوبي الشيوعي مع اليمن الشمالي.

تأثرت موجة الاحتجاجات في اليمن عام ٢٠١١ بالربيع العربي، ويعاني اليمن منذ ذلك الحين من حروب أهلية وعنف جهادي وعشائرية وفقر مدقع.

علاوة على ذلك، فإن المعاناة الناجمة عن الحرب الحالية منذ عام ٢٠١٥ بين تحالف تقوده المملكة العربية السعودية والحوثيين، وهي ميليشيا شيعية تدعمها إيران (البنك الدولي، ٢٠١٩). تم تقديم الدعم اللوجستي والاستخباراتي للتحالف الذي تقوده السعودية من الولايات المتحدة والمملكة المتحدة وفرنسا. ووفقا للأمم المتحدة، ارتكب كلا الجانبين في الحرب جرائم حرب. ومع ذلك، رفض الجانبان هذه المزاعم (البنك الدولي، ٢٠٢٣).

قبل وقت طويل من بدء الأزمة الحالية، كان تسييس التعليم في اليمن قضية. بادئ ذي بدء، لم يكن مطلوبًا ترخيص ولا أي نوع من الإشراف على المدارس الدينية، التي سبقت المدارس العامة ومؤسسات التعليم العالي التي تديرها الحكومة (ناجي، ٢٠٢١). ومع ذلك، أدى الصراع إلى تفاقم انهيار التعليم في البلد الذي كان ضعيفا بالفعل في نظامه التعليمي.

بشكل عام، لدى كل من الشمال والجنوب نظامهم التعليمي المستقل (طاهر وآخرون، ٢٠٢٢). ويعطي كل طرف من الأطراف المشاركة الأولوية للتنمية العسكرية بينما يتجاهل كل جانب من جوانب التقدم، مثل التعليم. لخدمة أهدافهم الأيديولوجية والسياسية الخاصة ، يقوم كل من هذه الأنظمة بإجراء تغييرات كبيرة على التعليم ، ومع ذلك فإن جودة التعليم آخذة في الانخفاض في كلا المكانين. الأطفال غير قادرين على الالتحاق بالمدارس بسبب النزاع والتشرد وانتشار الأمراض ونقص البنية التحتية والتمييز بين الجنسين.


Source: https://www.flickr.com/photos/eu_echo/48479676556/in/photostream/ مجموعة من الأطفال، نزحوا بسبب القتال في مدينة الحديدة اليمنية، يشاركون في دروس اللحاق بالركب في مخيم الرباط بالقرب من مدينة عدن اليمنية. تصوير بيتر بيرو

صعوبات التعليم المرتبطة بالنزاعات

وقد أثرت الهجمات على أطفال المدارس والمعلمين والبنية التحتية التعليمية، منذ بدء النزاع، على النظام التعليمي وعلى وصول ملايين الأطفال إلى فرص التعلم. يعاني اليمن من أزمة تعليمية خطيرة، سيكون لها آثار مدمرة طويلة الأمد على الأطفال (التعليم في اليمن، اليونيسف، ٢٠٢٣).

يحتاج حوالي ١١ مليون طفل يمني إلى مساعدات إنسانية، وأكثر من ٢.٤ مليون فتى وفتاة في سن المدرسة لا يذهبون إلى المدرسة (اليونيسف، ٢٠٢٣). العديد من العائلات غير قادرة على جلب أطفالها إلى المدرسة بسبب تكلفة الطعام والنفقات الأخرى المتعلقة بالمدرسة (مكافحة الجوع وضمان عودة الأطفال اليمنيين إلى المدرسة، ٢٠٢٣).

ووفقا لإحصاءات اليونيسف، هناك أكثر من مليوني طفل غير ملتحقين بالمدارس، وهناك ملايين عديدة بحاجة إلى المساعدة للتسجيل، وأكثر من ٢٠٪ من بين جميع المدارس الابتدائية والثانوية مغلقة (اللجنة الدولية للصليب الأحمر،
٢٠٢٢). قتل أو جرح طلاب ومعلمون في طريقهم إلى المدرسة. ولم تعد أسر عديدة ترسل أطفالها إلى المدارس، ولا سيما الفتيات، بسبب خطر النزاع وآثاره المالية. وتخفف الآثار النفسية للعنف من الأداء التعليمي للأطفال لأن العديد من الأطفال لم يعرفوا سوى الحياة في الصراع.

وقد تم تدمير واحد على الأقل من كل أربعة مرافق تعليمية، أو تلفها، أو استخدامها في استخدامات أخرى على مدى السنوات الثماني الماضية. ٥٨٪ من هذه المدارس تضررت بسبب النزاع و ٣٠٪ تستخدم كمراكز للحجر الصحي أو تشغلها الجماعات المسلحة (منظمة إنقاذ الطفولة الدولية، منظمة إنقاذ الطفولة اليمنية، ٢٠٢١).

بموجب القانون الإنساني الدولي، يتعين على أطراف الحرب اتخاذ جميع الاحتياطات اللازمة لحماية المدنيين والبنية التحتية المدنية. ينتج الضرر طويل الأمد عن العنف ضد الطلاب والمعلمين ومؤسسات التعليم العالي. كما أنه يجعل من الصعب استعادة النظام التعليمي بعد النزاع.

مشكلة النزوح

الصراع المستمر يجبر الناس على الانتقال إلى مناطق أخرى من البلاد. وقد انقطع حصول المشردين على التعليم فجأة بسبب تشريدهم. إن ١.٥ مليون طفل مشرد داخليا في سن المدرسة، و ٨٧٠٤٩٥ من الفتيات والفتيان ذوي الإعاقة، وأكثر من ٢ مليون طفل غير ملتحقين بالمدارس هم الأكثر عرضة للخطر (مكتب تنسيق الشؤون الإنسانية, ٢٠٢٣). بين سبتمبر وأكتوبر ٢٠٢٢، قامت المفوضية ومنظمة ديم للتنمية بتجديد الفصول الدراسية في المدارس بتمويل من مشروع التأثير السريع (مكتب تنسيق الشؤون الإنسانية، ٢٠٢٣).

وتقوم المنظمات الدولية والمجتمعات المحلية بمهمة الوصول إلى الأطفال الذين يحتاجون إلى المساعدة الصحية والتعليمية في الأماكن المشردة والتي يصعب الوصول إليها. وشارك في البعثة مكتب تنسيق الشؤون الإنسانية واليونيسيف ومفوضية الأمم المتحدة لشؤون اللاجئين وصندوق الأمم المتحدة للسكان وجهات أخرى.

مجموعة من الأطفال، نزحوا جراء القتال في مدينة الحديدة اليمنية. تصوير بيتر بيرو Source: https://www.flickr.com/photos/eu_echo/48479828522

عدم الوصول إلى مرافق الرعاية الصحية ومرافق المياه والصرف الصحي والنظافة الصحية

كما يفتقر الكثير من الناس في اليمن إلى خدمات الرعاية الصحية والتغذية، ويعيش ٥٤٠٠٠٠ طفل في حالة سوء تغذية حاد وخدمات صحية غير كافية. تعد الحاجة إلى المياه والصرف الصحي والنظافة للأطفال أكثر شيوعًا في مناطق النزوح الجديدة والمناطق الريفية. تعتبر المساعدة في توفير المأوى والمياه والصرف الصحي والنظافة الصحية أهم عامل للأطفال لمتابعة تعليمهم. في عام ٢٠٢٣، سيحتاج أكثر من ٨.٦ مليون تلميذ إلى المساعدة وفقًا لمكتب الأمم المتحدة لتنسيق الشؤون الإنسانية مكتب تنسيق الشؤون الإنسانية، العدد ١، ٢٠٢٣).)

نتيجة الحرب هي الأضرار التي لحقت بالبنية التحتية وتعطيل استيراد الوقود مما تسبب في ٦١٪ من اليمنيين عدم الوصول إلى المياه و ٤٢٪ من السكان ليس لديهم ما يكفي من الصرف الصحي (مكتب تنسيق الشؤون الإنسانية، العدد ١، ٢٠٢٣). كما أن القدر الهائل من الوقت الذي يقضيه توصيل المياه يضر بالفرص التعليمية للأطفال. مع عدم وجود خيار سوى الذهاب إلى نقاط المياه مرتين في اليوم وحمل حاويات المياه البلاستيكية على رؤوسهم، اضطر العديد من الأطفال إلى ترك المدرسة (مكتب تنسيق الشؤون الإنسانية، العدد ١, ٢٠٢٣).

تم إطلاق الأحداث لتحسين الوصول إلى المياه الآمنة رسميًا في فبراير ٢٠٢٢ من قبل المنظمة الدولية للهجرة و(مكتب تنسيق الشؤون الإنسانية، العدد ١، ٢٠٢٣). يمكن للعديد من الأطفال العودة إلى المدرسة وإنهاء تعليمهم، وخاصة الفتيات. ويفتح المشروع أيضا المجال أمام قدرة السكان على الانخراط في الزراعة وغيرها من أنشطة كسب الرزق.

نشر الأمراض والتحصين العاجل للأطفال

“وقال نعيم الخالدي ”إن الأزمة المطولة ونقص التمويل لحزب الشعب الجمهوري يهددان انعدام الأمن الغذائي، مما قد يؤدي إلى المجاعة وتفشي الأمراض والأوبئة“, منسق برنامج مؤسسة شباب تمدين (مكتب تنسيق الشؤون الإنسانية، العدد ٢، ٢٠٢٣). على سبيل المثال، عاد شلل الأطفال بشكل مخيف إلى اليمن بعد سنوات من إعلان خلوه من المرض القاتل.

وقد تأثر الصراع بتفشي الأمراض المعدية الكبيرة، بما في ذلك بعض الأمراض التي كان من الممكن منعها بالتطعيم، مثل الكوليرا والدفتيريا وحمى الضنك والحصبة وظهور فيروسات شلل الأطفال المشتقة من اللقاحات. بالإضافة إلى ذلك، جعلت جائحة كوفيد-١٩ الحالة الصحية أسوأ..

تم تقديم مستوى جديد من المضاعفات لملايين أطفال المدارس في اليمن الذين يعانون من جائحة كوفيد-١٩. بالنسبة لملايين الفتيان والفتيات في اليمن، بعد الإبلاغ عن العديد من حالات المرض في مارس ٢٠٢٠ أغلقت المدارس وبقيت مغلقة لمدة ستة أشهر. على الرغم من إعادة فتح المدارس، إلا أن العديد من الأطفال لم يعودوا إلى الفصول الدراسية (منظمة التعليم لا يمكن أن ينتظر في اليمن، ٢٠٢٣).

بعد معاناته من جائحة كوفيد-١٩، يتعامل اليمن مع ارتفاع حالات فيروس شلل الأطفال. أصيب ٢٢٨ طفلًا بالشلل بسبب فيروس شلل الأطفال في عام ٢٠٢١ في اليمن. في اليمن، كان هناك حوالي ٢٢٠٠٠ حالة إصابة بالحصبة في عام ٢٠٢٢، مع ١٦١ إصابة. تم الإبلاغ عن ٩٤١٨ حالة في عام ٢٠٢٣، وتوفي ٧٧ طفلاً (مكتب تنسيق الشؤون الإنسانية،
العدد ١، ٢٠٢٣).

ويشكل انخفاض معدلات التحصين ضد الأمراض التي يمكن الوقاية منها باللقاحات بين الأطفال وضعا خطيرا جدا بالنسبة لهم للالتحاق بالمدارس. لا تستطيع العديد من عائلات الأطفال تحمل تكاليف الاستشفاء (مكتب تنسيق الشؤون الإنسانية
العدد ٣، ٢٠٢٣). في حين كانت هناك العديد من حملات التطعيم ضد شلل الأطفال والحصبة على مدى العامين الماضيين في المناطق الجنوبية, يتعرض الأطفال في المناطق الشمالية للخطر بشكل خاص بسبب الجمود المستمر بشأن جهود التحصين الإضافية هناك (مكتب تنسيق الشؤون الإنسانية،
العدد ٣، ٢٠٢٣).

عدم المساواة بين الجنسين

ولا تزال المؤسسات الثقافية والدينية ذات التوجه الأبوي هي الخصم الرئيسي لتعليم الإناث. تسعى الحكومة والمنظمات الدولية إلى تغيير عقلية الأسر الحالية لمنع بناتها من متابعة التعليم من خلال إطلاق حملات مختلفة في المناطق الريفية, تعزيز المعايير الاجتماعية التي بنوها (بلوت، ٢٠٢٣). ومع ذلك، فإن تسرب التلميذات من المدارس معرض لخطر زواج الأطفال، بينما تقوم الجماعات المسلحة بتجنيد الأولاد.

الجنس الأكثر تأثراً بالتشرد هو الإناث. تمنع العقبات البيروقراطية النساء من السفر دون صحبة أحد أفراد الأسرة المقربين. وقد خلق هذا تأثيرًا كبيرًا على النساء للوصول إلى التعليم ومتابعته (مكتب تنسيق الشؤون الإنسانية
العدد ١، ٢٠٢٣). أدت الزيادة في متطلبات المحرم ومعظم المناطق التي تسيطرعليها إلى تفاقم الفجوة بين الجنسين في التعليم، مما أدى إلى فجوة واسعة بين الجنسين في محو الأمية والتعليم الأساسي.

يلعب الصراع الاقتصادي في الدولة دورًا في عدم المساواة بين الجنسين أيضًا. الحصول على الحد الأدنى من الدخل يؤثر على الأسر اليمنية’ القوة الشرائية. تؤثر الظروف الاقتصادية الضعيفة على ظروف المرأة’ وتعليم الأطفال. وسيكون له تأثير الدومينو وسيزيد من خطر العنف القائم على نوع الجنس وغيره من الانتهاكات بين النساء والفتيات. سيكون للأطفال وصول أقل إلى المدرسة والمزيد من حالات تفكك الأسرة، وعمل الأطفال، وزواج الأطفال، والاتجار بالأطفال (مكتب تنسيق الشؤون الإنسانية، ٢٠٢٢).)

حوافز غير كافية للمعلمين

يتعرض النظام التعليمي في اليمن لخطر الانهيار، مما سيكون له تأثير على كل من الذكور والإناث في سن المدرسة. أدى الصراع الذي استمر لسنوات، وسقوط الاقتصاد، ووباء كوفيد-١٩، إلى تقييد الوصول إلى التعليم. ولا يزال التعلم المنظم يتأثر بعدم كفاية دفع مرتبات المعلمين.

منذ عام ٢٠١٦ ، تلقى غالبية المعلمين في المحافظات (أو ٦١٪ من أعضاء هيئة التدريس) بدلات سيئة. عندما يتقاضى المعلمون رواتبهم، تكون المبالغ قليلة وتدفع ببطء، مما يثبطهم عن العمل ويجبرهم على البحث عن وظائف جانبية لدعم دخلهم (التعليم في اليمن، ٢٠٢٣). أيضًا، يؤدي معظم المعلمين إلى ترك وظائفهم مما يهدد بفقدان ما يقرب من أربعة ملايين طفل لوصولهم إلى التعليم (ناجي، ٢٠٢١). في كل عام، يفر عدد من المعلمين والطلاب من البلاد، وجزء كبير من هؤلاء الأفراد هم الأكثر تأهيلاً.

وهناك مشكلة هامة أخرى هي عدم وجود برامج كافية لتدريب المعلمين، مما يجعل المعلمين المؤهلين يبقون أقل بكثير. الفجوة بين الجنسين بين المعلمين واسعة جدا. المعلمون هم من الذكور بشكل رئيسي بنسبة ٨٠٪، مما يخلق نقصًا في المعلمات.

لقد عانى المعلمون وكذلك الطلاب من هذا النضال المستمر وحتى استغلوه ضد بعضهم البعض. تم تجنيد المعلمين والطلاب للتعاون مع القبائل التي انخرطت في هذا الصراع. فالسلام والتعليم يستعاض عنهما بالصراع والمعتقدات السياسية التي تخدم مصالح الأحزاب والقبائل. ترك الطلاب المدرسة وقرروا التحالف مع القبائل التي ستدفع تكاليف احتياجاتهم الأساسية. ويشمل ذلك المعلمين الذين ذهبوا لسنوات دون تلقي مدفوعات (طاهر وآخرون، ٢٠٢٢).

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Featured image: Yemeni children play in the rubble of buildings destroyed in an air raid, Photo by Biro

ما وراء المدينة المنورة: تفريغ التحديات التعليمية في المغرب

أناستازيا جوليداني

المغرب بلد شمال أفريقيا يحده المحيط الأطلسي والبحر الأبيض المتوسط والجزائر. يبلغ عدد سكان البلاد أكثر من ٣٦ مليون نسمة، مما يجعلها خامس أكبر اقتصاد في أفريقيا. على الرغم من أن المغرب هو واحد من أكثر البلدان ازدهارا واستقرارا سياسيا في المنطقة، فإنه لا يزال يواجه العديد من التحديات التعليمية
حسب اليونسكو، فإن معدل الإلمام بالقراءة والكتابة في المغرب يبلغ ٧٣٪، بمعدل إلمام بالقراءة والكتابة ٦٦٪ للنساء ٧٩٪ للرجال. على الرغم من أن هذا تحسن عن السنوات السابقة، إلا أنه لا يزال هناك تفاوت كبير بين المناطق الحضرية والريفية، مع انخفاض معدلات معرفة القراءة والكتابة في المناطق الريفية. وعلاوة على ذلك، فإن نوعية التعليم تشكل مصدر قلق، مع ارتفاع معدل التسرب وانخفاض مستويات التحصيل التعليمي
.في هذه المقالة، سوف ندرس التحديات التعليمية التي يواجهها المغرب، فضلا عن الحلول الممكنة لمواجهة هذه التحديات

Schoolchildren admiring an eclipse in Morocco. Photo by Universe Awareness.

التحديات التي تواجه نظام التعليم في المغرب
جودة التعليم
من أكثر التحديات التي تواجه نظام التعليم في المغرب إلحاحا هي جودة التعليم. يعاني العديد من الطلاب المغاربة من مهارات القراءة والكتابة الأساسية، مما يؤدي إلى ارتفاع معدلات التسرب وانخفاض مستويات التحصيل. وبحسب البنك الدولي، فإن ٣٦٪ فقط من الطلاب المغاربة الملتحقين بالمدارس الابتدائية يكملون التعليم الثانوي.
ويعزى نقص التعليم الجيد جزئيا إلى نقص المعلمين المؤهلين، ولا سيما في المناطق الريفية. وفقا لتقرير صادر عن وزارة التربية الوطنية والتكوين المهني والتعليم العالي والبحث العلمي المغربية، هناك نقص في أكثر من ٦٠٠٠٠ ، معلم في البلاد. ينتج عن هذا النقص أحجام أكبر للفصول، مما يجعل من الصعب على المعلمين توفير اهتمام فردي لكل طالب.
الوصول إلى التعليم
وفي حين أن التعليم إلزامي في المغرب، فإن العديد من الأطفال، ولا سيما في المناطق الريفية، لا يحصلون على التعليم. وفقا لتقرير صادر عن منظمة الأمم المتحدة للطفولة (اليونيسيف)، حوالي ٢٠٠٠٠٠ طفل مغربي تتراوح أعمارهم بين ٧ و ١٣ سنة غير ملتحقين بالمدارس. وتتأثر الفتيات بشكل خاص، حيث تفضل العديد من الأسر إبقاء بناتها في المنزل للمساعدة في الأعمال المنزلية أو تزويجهن في سن مبكرة.
وعلاوة على ذلك، يشكل الفقر عائقا كبيرا أمام التعليم في المغرب، حيث لا تستطيع العديد من الأسر تحمل تكاليف اللوازم المدرسية والزي المدرسي، فضلا عن النقل من المدرسة وإليها.
المناهج وطرق التدريس
تعرض نظام التعليم في المغرب لانتقادات بسبب مناهجها وأساليب التدريس التي عفا عليها الزمن. لا يتوافق المنهج الحالي مع احتياجات القوى العاملة الحديثة ولا يوفر للطلاب المهارات والمعرفة التي يحتاجونها للنجاح في القرن الحادي والعشرين.
بالإضافة إلى ذلك، فإن أساليب التدريس المستخدمة في المدارس المغربية غالبا ما تكون قديمة وتعتمد بشكل كبير على التعلم عن ظهر قلب وحفظها. هذا النهج لا يشجع التفكير النقدي أو الإبداع، والتي هي المهارات الأساسية في عالم اليوم المتغير بسرعة.
عدم المساواة بين الجنسين
عدم المساواة بين الجنسين هو تحد كبير في النظام التعليمي في المغرب. في حين أن الحكومة حققت تقدما في تعزيز تعليم الفتيات، لا تزال هناك فجوة كبيرة بين الجنسين في الالتحاق والإنجاز. وبحسب تقرير صادر عن اليونسكو، فإن صافي معدل التحاق الفتيات بالمدارس الابتدائية في المغرب يبلغ ٨٧٪، مقابل ٩٣٪ للبنين. وعلاوة على ذلك، فإن مستويات إنجاز الفتيات أقل من الفتيان، مع ارتفاع معدل التسرب.

Children in a classroom in Morocco. Photo by Antonio Cinotti.

تدريب المعلمين والتطوير المهني
يعد الاستثمار في تدريب المعلمين والتطوير المهني أحد أهم الحلول لتحديات التعليم في المغرب. يجب على الحكومة المغربية توفير المزيد من فرص التدريب للمعلمين لتعزيز مهاراتهم التعليمية وتعلم أساليب جديدة للتدريس.
بالإضافة إلى ذلك، يجب على الحكومة تحفيز المعلمين على العمل في المناطق الريفية من خلال تزويدهم برواتب أفضل ومساكن ومزايا أخرى. ومن شأن هذا النهج أن يساعد على معالجة النقص في المعلمين المؤهلين في المناطق الريفية وأن يوفر للطلاب إمكانية أفضل للحصول على تعليم جيد.
حلول للتحديات التعليمية في المغرب
الاستثمار في تدريب المعلمين
أحد أهم الحلول لتحديات التعليم في المغرب هو الاستثمار في تدريب المعلمين. يجب على الحكومة المغربية توفير المزيد من فرص التدريب للمعلمين لتعزيز مهاراتهم التعليمية وتعلم أساليب جديدة للتدريس.

بالإضافة إلى ذلك، يجب على الحكومة تحفيز المعلمين على العمل في المناطق الريفية من خلال تزويدهم برواتب أفضل ومساكن ومزايا أخرى. ومن شأن هذا النهج أن يساعد على معالجة النقص في المعلمين المؤهلين في المناطق الريفية وأن يوفر للطلاب إمكانية أفضل للحصول على تعليم جيد.
الأساس القانوني للحل:
وفقًا للمادة ٢٦ من الإعلان العالمي لحقوق الإنسان، “لكل شخص الحق في التعليم.” كما أن الحق في التعليم معترف به في العديد من المعاهدات الدولية لحقوق الإنسان، بما في ذلك العهد الدولي الخاص بالحقوق الاقتصادية والاجتماعية والثقافية, والحقوق الثقافية واتفاقية حقوق الطفل . وتعترف هاتان المعاهدتان بالحق في التعليم كحق أساسي من حقوق الإنسان ينبغي أن يكون في متناول الجميع، بغض النظر عن الجنس أو الطبقة الاجتماعية أو الموقع الجغرافي.
توسيع نطاق الوصول إلى التعليم

ولزيادة فرص الحصول على التعليم في المغرب، ينبغي للحكومة أن تنظر في تنفيذ سياسات تستهدف الأطفال من الفئات المحرومة. وقد تشمل هذه السياسات برامج المساعدة المالية، مثل المنح الدراسية أو الإعانات، لمساعدة الأسر على تغطية تكاليف التعليم.
ويمكن للحكومة المغربية أيضا أن تقيم شراكات مع المنظمات غير الحكومية وغيرها من أصحاب المصلحة لتوسيع فرص الحصول على التعليم في المناطق الريفية. ويمكن أن يشمل هذا النهج بناء مدارس جديدة، وتوفير وسائل النقل من المدرسة وإليها، وضمان حصول المدارس على الموارد والمواد اللازمة لتوفير تعليم جيد.
تحديث المناهج وطرق التدريس
لتحسين جودة التعليم في المغرب، يجب على الحكومة تحديث المناهج وطرق التدريس لتتماشى مع احتياجات القوى العاملة الحديثة. ويمكن أن يشمل ذلك إدماج المزيد من المهارات العملية، مثل محو الأمية الحاسوبية، في المناهج الدراسية. كما يجب على الحكومة تعزيز التعلم القائم على المشاريع، والذي يشجع على التفكير النقدي ومهارات حل المشكلات، بدلاً من الحفظ عن ظهر قلب.
وعلاوة على ذلك، يمكن للحكومة المغربية أن تتعاون مع المنظمات الدولية، مثل اليونسكو، لتطوير مواد ومناهج تعليمية جديدة أكثر شمولية وذات صلة باحتياجات الطلاب المغاربة.
سد الفجوة بين الجنسين
حقق المغرب تقدما كبيرا في تعزيز تعليم الفتيات، ولكن لا تزال هناك فجوة بين الجنسين في الالتحاق والإنجاز. ولسد هذه الفجوة، ينبغي للحكومة أن تركز على تحسين فرص حصول الفتيات على التعليم، ولا سيما في المناطق الريفية.
ويمكن للحكومة أن توفر حوافز للأسر لإرسال بناتها إلى المدرسة، مثل المنح الدراسية أو الإعانات. وبالإضافة إلى ذلك، يمكن للحكومة أن تعمل مع المنظمات غير الحكومية على تنظيم حملات توعية تعزز أهمية تعليم الفتيات وتتصدى للمواقف الثقافية التي تمنع الفتيات من الحصول على التعليم.
التعاون الدولي
التعاون الدولي أمر حاسم في مواجهة تحديات التعليم في المغرب. يمكن للحكومة المغربية التعاون مع المنظمات الدولية، مثل البنك الدولي واليونسكو، لتأمين التمويل لمبادرات التعليم والحصول على الخبرة والموارد.
بالإضافة إلى ذلك، يمكن للحكومة المغربية أن تتعلم من تجارب البلدان الأخرى التي نجحت في مواجهة تحديات تعليمية مماثلة. على سبيل المثال، يمكن للمغرب أن يتطلع إلى البلدان المجاورة، مثل تونس والجزائر، التي حققت تقدما كبيرا في تحسين الوصول إلى التعليم وتعزيز المساواة بين الجنسين في التعليم.
خاتمة
يواجه نظام التعليم في المغرب عدة تحديات، منها جودة التعليم، والوصول إلى التعليم، والمناهج الدراسية وطرق التدريس، وعدم المساواة بين الجنسين. وفي حين بذلت الحكومة جهودا للتصدي لهذه التحديات، لا .يزال هناك الكثير الذي يتعين القيام به لضمان حصول جميع الأطفال المغاربة على تعليم جيد


لتحسين جودة التعليم في المغرب، على الحكومة أن تستثمر في تدريب المعلمين، وتوسيع فرص الحصول على التعليم، وتحديث المناهج وطرق التدريس, وسد الفجوة بين الجنسين في الالتحاق والإنجاز. بالإضافة إلى ذلك، فإن التعاون الدولي أمر حاسم في مواجهة هذه التحديات، ويجب على الحكومة المغربية التعاون مع المنظمات الدولية والتعلم من تجارب البلدان الأخرى التي نجحت في مواجهة تحديات تعليمية مماثلة.
.ومن خلال التصدي لهذه التحديات، يمكن للمغرب تحسين آفاق شبابه، وتعزيز النمو الاقتصادي، وبناء مستقبل أكثر إشراقا للبلاد

Bibliography

Educational Challenges in Djibouti

Written by Priscilla Thindwa

Education is a human right, not a privilege. This means education is legally guaranteed for all human beings without discrimination and for this reason, states are obliged to “protect, respect, and fulfil the right to education”.i In instances where states violate or deprive their citizens of the right to education, they are expected to be held accountable for such violations.

As a member of the United Nations (UN) and the African Union (AU), the Republic of Djibouti, has ratified several human rights conventions. Among these is the Universal Declaration on Human Rights which was adopted in 1948. As proclaimed in Article 26, everyone has the right to education. As signatory, Djibouti has made legally binding international commitments to adhere to the standards including protecting and respecting the right to education. In addition to its obligations through international commitments, the Constitution of Djibouti emphasises the right to education as an essential element for growth and human development. Despite this emphasis, Djibouti has not been able to guarantee the right to education to everyone in the country. This article will address the challenges standing in the way of the right to education, but also highlight some good practices.

Djibouti’s Educational Landscape

As a former French colonial state, its education system is based on the French system with French and Arabic as instruction languages. Compulsory education runs for nine years: primary school lasts five years and middle school lasts four years.ii For primary school, enrolment rates were under the regional average in 2020. The enrolment rate of girls in the appropriate age group for primary school was 65 percent in comparison to the regional average of almost 80 percent. For boys, the enrolment rate was 68 percent in comparison to the regional average of 81 percent.iii In 2022, 42 percent of children in the primary school age were out of school.iv

Secondary school lasts three years and thereafter, students can attend skills training college (TVET) or the University of Djibouti for at least three years.v While for primary school Djibouti does not reach the regional average, the gross enrolment rate for secondary schooling exceeds the regional average. In 2022, an enrolment rate of 57 percent was reported. According to the Oxford Business Group, this is a huge improvement as in 2001, enrolment was only 16 percent.vi For tertiary education, Djibouti again does not catch up with the region: total enrolment is only 5 percent.vii

Despite the fact that Djibouti underperforms in primary and tertiary education on the regional level, the Oxford Business Group reports clear improvements. One improvement mentioned earlier are the enrolment rates in secondary school. In addition, while enrolment rates in primary school are still below the regional average, there has been great improvement over the last two decades. The number of girls not attending primary school fell from 42,620 in 2001 to 16,872 in 2021, while the number of boys fell from 39,088 to 15,284 over the same period. Another improvement in the student-teacher ratio from 34 students per teacher in 2008 to 29 in 2018.viii

Such improvements are partly owed to the the Education Action Programme 2017-19 (Plan d’Action de l’Education, PAE). Under this programme, several results were achieved including developing a preschool strategy and recognising second-chance education centres and mainstreaming of life skills and citizenship education. Another important aspect of the programme was the inclusion of refugee children into the national education system. Such developments have been important in working towards achieving quality and accessible education for all in Djibouti.ix

Source: Global Partnership for Education | Via Flickr

Challenges Associated with Education

One of the challenges has already been noted: many children remain out of school. Other challenges include inequitable access to education, low quality of education, low availability of learning materials, and disparities due to gender, geographic areas, and socio-economic status.

Inequitable Access to Education, Low Availability of Learning Materials and Lack of Schools

Three of the main challenges facing the education sector in Djibouti are the unequal access to education, low availability of learning materials, and the lack of schools. These challenges disproportionately affect children in rural areas, especially girls, migrants, refugees, disabled children, and children on the street.x According to a 2020 report by the Ministry of National Education and Vocational Training (MENFOP), an estimated 50.5 percent of students lived within 1 km of a school, meaning the other 49.5 percent lives further away. 3.3 percent resided further than 10 km from their nearest school. Disparities due to geographic areas and socio-economic status continue to hinder the progress in improving education systems in the country.xi

With regards to refugees, Djibouti hosted 31,000 refugees and asylum seekers at the beginning of 2022. This number remained stable in 2023.xii Because of this high number, providing education for refugee children is essential. For most refugee children, language was the main barrier for accessing education. To counter such barriers, the government has translated the national curriculum into English and Arabic and has trained teachers in local languages of Afar and Somali. Also, the government recognises education previously provided to refugee students in other countries which has made it easier for them to take the Djibouti Baccalaureate examination.xiii

Additionally, as a way of making education inclusive and accessible for all, the government has developed the Technical and Vocational Education and Training (TVET) sector whose main goal is to alleviate unemployment within the country. Such trainings economically empower those from disadvantaged households who cannot afford university costs to attain skills. This shows the government has taken steps to bridge access to education between the rich and poor.xiv

Low Quality of Education

Despite progress made in recent years, low quality of education remains a challenge for Djibouti. For instance, based on the grade 5 assessments conducted in 3 subjects (French, Mathematics and Arabic), the success rate for children at the end of 2017-2018 academic year was 71.8 percent. In 2016-2017, the ratio was pegged at 64 percent.xv In light of such lower quality of education, the government has been working collaboratively with agencies such as UNICEF in order to improve the quality of education in the country.

Gender Disparities

Similar to most African countries, the gaps between male and female students in school attendance is persistent. The number of girls’ school drop outs is usually higher than that of boys, and girls are in rural areas are particularly affected. In comparison to rural areas, urban areas show an increase in gender equity in primary, secondary and tertiary education.xvi

Djibouti is observed to have made progress: as noted before, there was a large increase in the number of girls attending primary school between 2001 and 2021. Even though gender inequality is still persistent, national policies and strategies promoting women’s rights and gender equality have contributed to changes in attitude towards girls’ education. Another intervention aiding progress is the revision of teaching and learning materials in which images defying traditional depiction of women and girls in society are now displayed.xvii On this note, the government of Djibouti has made some considerable progress in bridging the gender gap in access to education, albeit slow.

Source: Global Partnership for Education Via Flickr

The Covid-19 Pandemic

Similar to elsewhere, the COVID-19 pandemic had grave consequences for education. As a way to limit the spread of the virus, measures such as containment were put in place in most countries around the globe. Such measures restricted children and adolescents from going to school and any other public facilities, which exacerbated already existing inequities in many countries. In Djibouti, the government closed down schools in April 2020. All activities were suspended until August 2020.xviii

To ensure students continued to have access to their education, MENFOP developed a distance-learning programme for both rural and urban areas. This was done, for example, through televising and radio courses as well as providing the learning materials on internet platforms. Moreover, booklets and paper materials for rural communities and refugees were provided.xix Also, through funding from the World Bank, the government supported improvement in access to remote learning and provided electronic devices and internet connectivity to schools across the country.xx In addition, the programs focused on vulnerable students, including children living in remote areas, refugees, and girls.xxi

While the programme did not reach every students, it is considered successful: 86 percent of students had access to online learning, of which 45% were girls, 18% lived in remote areas and 5% were refugees. Also, many children returned to school after schools reopened. With support of UNICEF, a campaign was launched to engage the community and parents, leading to positive results. In addition, students who experienced high levels of learning loss were offered remedial programmes.xxii Thus, even though the COVID-19 pandemic posed as a challenge within the education sector, the government together with international organisations was able to alleviate the effects caused by creating alternative ways to accessing education.

Conclusion

As discussed above, different factors continue to hinder full enjoyment of the right to education by people living in Djibouti. Many children continue to not attend schools, and low access to educational institutions remains a problem. This is compounded by low quality of education and low availability of learning materials. Such challenges are exacerbated by inequitable access to education, as well as disparities due to gender, geographic areas, and socio-economic status.

Despite aforementioned challenges, the government of Djibouti undertakes efforts to increase access to and coverage of education, especially in rural areas and for refugees. Also, its improvement in reducing gender disparities should be commended. With regards to the Covid-19 pandemic, the government managed to mitigate the negative impacts of the pandemic by providing alternative learning avenues and equipment. The involvement of local communities and parents can be praised.

References
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  • v Oxford Business Group. (2023). Why Education is More Accessible Across the Country”. Oxford Business Group.
  • vi Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • vii USAID. (N.d.). “Djibouti: Education”. USAID.
  • viii Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • ix Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • x UNICEF Djibouti. (2019). Djibouti: Education Thematic Report. UNICEF.
  • https://open.unicef.org/sites/transparency/files/2020-06/DJIBOUTI-TP4-2018.pdf
  • xi Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • xii Reliefweb. 2023. Djbouti: Operational Update. Reliefweb. https://reliefweb.int/report/djibouti/djibouti-operational-update-october-2023#:~:text=The%20Republic%20of%20Djibouti%20remains,asylum%20seekers%20from%20neighboring%20countries.
  • xiii Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • xiv Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • xv UNICEF Djibouti. (2019). Djibouti: Education Thematic Report. UNICEF.
  • xvi M. Donaher. (2023). USAID Djibouti’s Early Grade Reading Activity (DEGRA) Is Transforming Gender Norms in the Classroom and Beyond. Education Links. https://www.edu-links.org/learning/usaid-djiboutis-early-grade-reading-activity-degra-transforming-gender-norms-classroom-and#:~:text=While%20in%20urban%20areas%2C%20gender,to%20drop%20out%20of%20school.
  • xvii M. Donaher. (2023). USAID Djibouti’s Early Grade Reading Activity (DEGRA) Is Transforming Gender
  • xviii Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • xx Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • xxi Souad Hamlaoui. (2021). Djibouti: An opportunity to transform education through enhanced sector dialogue during the COVID-19 crisis. Global Partnership Education. https://www.globalpartnership.org/blog/djibouti-opportunity-transform-education-through-enhanced-sector-dialogue-during-covid-19
  • xxii Souad Hamlaoui. (2021). Djibouti: An opportunity to transform education through enhanced sector dialogue during the COVID-19 crisis. Global Partnership Education.

Challenges Facing the Education System in Senegal

Written by Ruth Lakcia

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

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

Lack of enough qualified teachers

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

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

Repetition and dropout in primary school

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

Impact of Covid-19

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

Gender inequality in school

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

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

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

Conclusion

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

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

References

Cover Image by Victor Rutka on Unsplash

Afghanistan: Gender Inequality in Education

Written by Juliana Campos and Derin Erk. 

The Taliban Government and Women’s Rights

After over two years under Taliban rule, Afghan women continue to endure profound challenges: limited mobility and freedom of speech, lack of autonomy and a ban on education. Even if a 20 year gap separates the Taliban’s first government, overthrown in 2001, from their reclaim of power in 2021, not much seems to have changed in their interpretation of Islamic law, though officials continue to vehemently deny human rights are being violated.

Taliban representatives claim the western media is responsible for corrupting popular opinion on their government and that UN reports do not convey the reality of today’s Afghanistan. According to them, the ban on women’s education is a temporary measure, while the government prepares an “Islamic environment” that complies with their interpretation of Sharia law and meets the demands of the Afghan people. However, after two years, no progress has been made and there seems to be little indication the Taliban will indeed address the very urgent issue of gender inequality in Afghanistan and lift restrictions such as the ban on education for women. 

What Does The Education Ban Mean for Afghan Women?

Education equips women with the tools to make more informed choices, to lead healthier lifestyles and it protects them against abuse by teaching them to recognize violent behaviour and to fight for their physical and mental integrity. Not only is it an empowering tool on an individual level, educating women benefits entire communities. Being the primary caregivers in many societies, well instructed women are able to better prepare themselves for life-changing decisions such as marriage and pregnancy, raising healthier children, in happier households.

Furthermore, education allows women to take on a more active role in their nation’s economy and development, by granting them the practical knowledge needed to use their talents and creativity to open their own businesses, for example. Taliban spokesperson Suhali Shaheen claims that 8.500 business licenses have been granted to Afghan women under their ruling and that over 800.000 women are currently working in Afghanistan.[1] The government has yet to publish these official reports and their sources, but even if they prove to be accurate, if the ban on education isn’t lifted, these numbers will certainly face a dramatic decrease in the next few years.

The fact remains that many women who remember the severe restrictions imposed in the late 1990’s by the Taliban fear being once again deprived of the knowledge that previously allowed them a small sense of economic, emotional and political independence. The impacts of such strict rules imposed by the Taliban have already been recorded during their previous period in power between 1996 and 2001. If nothing is done to change the current scenario, the world risks witnessing another generation of illiterate Afghan women, completely excluded from social life and deprived of formal education. 

By reinstalling laws which limit women’s freedom in society, banning women from working, studying and being seen in public without a male chaperone (the Mahram), the Taliban severely worsens gender inequality in Afghanistan and denies women the chance to develop emotionally and intellectually, besides directly affecting the country’s economy.

The United Nations’ Take on Women and Girls’ Education Under the Taliban

The UN has been vocal about the situation in Afghanistan, particularly on Afghan women’s rights. It considers the Taliban takeover in 2021 a reversal of women’s freedoms. Indeed, it seems the little progress made in the past 20 years has suffered a complete turn over in a matter of months.

Though UN’s statements help spread awareness and reliable information, the organisation has not directly intervened on a larger scale and has not shown intention to do so, as of today. As previously mentioned, the Taliban has accused the UN of misrepresenting the situation in Afghanistan in their reports and while this is a debatable statement, one thing is for certain: women and girls are barred from receiving education. Other areas in Afghan women’s social lives may be more tricky to evaluate from far away, as many of them spend a great portion of the time inside their homes, but the state of females’ access to secondary education and higher education is clear; there is no such access.

Are There Prospects for Change?

The simple answer would be that if the international community does not intervene, there aren’t many grounds for optimism. Interviews given by Taliban representatives have made it clear that they will not be giving up the right to rule given to them by God, according to their beliefs. Therefore, it is expected that their policies on women and their rights and freedoms will continue, as it is unlikely the government will ever be overthrown by the Afghan people, who are forbidden to speak against the regime. 

Conclusion 

It is unfortunate to conclude that the Taliban government’s restrictions on women’s rights and women’s education stand strong after two years. Being banned from attending schools and universities will not only greatly hamper women’s quality of life and their well being, but also difficultate their conquest of social and financial independence through education. Moreover, the Afghan nation as a whole will greatly suffer the effects of this ban, as including women in state affairs, the economy, and social life in general is an important pillar in a country’s development.

There is little to no prospect of change for the near future as the Taliban remains determined and strong in its seat. Perhaps the most effective measure the international community can take is advocating for women’s rights and spreading awareness about what is happening in Afghanistan today.

References

Cover Image by Graham Crouch/World Bank.

*Upon request, the article may be translated into other languages. Please use the comments section below*

Education Challenges in Myanmar: Trying to Reach Education in a Chaotic Environment

Written by Müge Çınar

Education in Myanmar: the background

The first educational transition occurred in 1948, from the colonial education system to a national system. The second educational transition happened after 1962, from a national education to the so-called ‘Burmese Way to Socialism’ education. From 1988 to 2010, the country’s education noticeably deteriorated so that almost 40% of children never attended school, and nearly three-quarters failed to complete even primary education (Lwing, 2007).

In September 2014, the parliament and the military-backed government approved the national education law. However, students protested against the national education law, which is highly centralised and restricts academic freedom. In June 2015, an amendment to the national education law was enacted with minor changes. The teachers, scholars and students had to obey social control. In addition, the government prioritised its political agenda in the education system.

Education Budget and the System in the Country

With education spending 2.91 per cent of the GDP, the lack of an education budget (approximately three times that of the military budget) further hinders growth. As a result, compared to other Southeast Asian countries such as Vietnam, children in Myanmar do significantly worse on standardised tests. The new country has begun reforms, such as the gradual implementation of free education through high school. Despite some progress, there is still a long way to go (Children of the Mekong).

Children in a classroom. Photo by worak. Wikimedia Commons.

Genocide of Rohingya People by Myanmar and its Effect on Children’s Education

The Rohingyas, a Myanmar ethnic group, have been denied fundamental human rights, including citizenship. They have been subjected to terrible oppression, prejudice, violence, torture, unfair prosecution, murder, and great poverty for decades. Rakhine State’s hostile environment has caused the Rohingyas to evacuate their homes and seek asylum in neighbouring nations (Shohel, 2023). This erupted the children’s fundamental right to education while asylum-seeking and travelling with much trauma.

Many villagers have fled the fighting and their burned homes during the decade-long civil conflict. Many villages seek refuge in the bush, and the number of internally displaced people (IDPs) is growing. Hundreds of villagers lost their homes and left their communities during the recent conflict in Kachin State, northern Myanmar (Lwin, 2019). Thousands of Rohingya men, women, and children were shot and burned in a matter of weeks during the violence against the Rohingya community in northern Rakhine State, western Myanmar; masses of Rohingya women and girls were raped; infant children were killed; men and boys were arbitrarily arrested; several hundred villages were destroyed in arson attacks; and more than 700,000 people were forced to flee to neighbouring countries (Washington Post, 2017).

There are around one million Rohingya refugees in Bangladesh, including 300,000 who entered as a result of previous years’ violence (Washington Post, 2017). More than half of the Rohingya refugees are women and girls, with 60% being minors under 18 (Oxfam, 2018). According to the UNHCR (2018), 97,418 Myanmar refugees live in nine refugee camps along the Thai-Myanmar border. 54.4% are under 18 (The Border Consortium (TBC)). This is a question of nearly half of the population how to get proper education in refugee camps. In addition, Malaysia is one of the transit countries for refugees, and Malaysia has thousands of Rohingya refugees that have no legal refugee status by the government.

Over 31,000 refugee children from southeast Myanmar’s conflict-torn Kayah State require immediate financial assistance to continue their education. Despite the continuous violence in Kayah, pupils attend community schools, including makeshift classrooms in internally displaced persons (IDP) camps (The Irrawaddy, 2022).

How Different Are Minorities Getting Education?

Although the name ‘Burma’ is derived from the Bamar people, who constitute two-thirds of the country’s population, according to official government data, Burma is one of the most ethnically diverse countries in the region, with over 135 ethnic groups. The country’s geographic location has drawn settlers from various backgrounds throughout history. There are over 100 languages spoken, and minority ethnic populations are estimated to make up approximately 40-60% of the total population and occupy half of the land area (Humanitarian Aid Relief Trust (HART), 2021).

The Bamar (68%), Chin (2.5%), Kachin (1.5%), Karen (7%), Kayah (1.83%), Mon (2%), Rakhine (4%) and Shan (9%) are the eight ‘official’ groups. The figures are from 2016. The sea gipsies’ of the southern islands, the “long-necked” ladies of Padaung, the Nagas on the Indian boundary, and the tattooed women of Chin State, not to mention the Pa-O, Wa, Kokang, Akha, and Lahu indigenous peoples, are all part of these broad groups. The country’s major religions are Theravada Buddhism, Christianity, Islam, Hinduism, and Animism.

Teaching minority languages in state schools has been prohibited in the Burmese education system since 1962, and this policy remains in place today (Lwin, 2017); even though Myanmar has an estimated population of 51 million people who speak over 100 languages and dialects, as stated above.

A teacher and some students including novice Buddhist nuns at Aung Myae OO Monastic Education School on Sagaing Hill across the Irrawaddy River from Mandalay. The ‘civilians’ have decorated their faces with thanaka, a skin protector and, among women and girls, a fashion cosmetic made from tree bark that has been used in Myanmar for at least the past two millennia. Photo by Dan Lundberg on Flickr.

The Hardship of Language in Education, Especially Ethnic Language

The language of education is not neutral since it reflects the historically determined ability of one or more groups to elevate their language to such prominence within a state. A curriculum may also contain classes that educate about local history. In certain circumstances, language is the primary divide behind ethnic conflict and civil war (Shohel, 2023). For example, Bormann, Cederman, and Vogt (2017) demonstrate that linguistic cleavages are increasingly prevalent. A centralised education sector often fails to adequately address the grievances arising from rights to identity and language (Dryden-Peterson & Mulimbi, 2016).

Child Soldiers and Child Labour

A civil war necessitates many soldiers, and both sides of the conflict use children to strengthen their forces. Although it is difficult to determine due to a lack of official estimates, tens of thousands of child soldiers are undoubtedly present in Myanmar (Children of the Mekong). These children, many orphans, are frequently enlisted or sold to armies. They are indoctrinated and pushed to battle after they join the military. Solving this problem will necessitate a reduction in ethnic tensions and enhance political stability, both of which appear unattainable.

According to UNICEF, one out of every four children aged 6 to 15 works. There are two reasons for this: schooling is still costly, and lack of finance for the education sector sometimes means that the children receive insufficient education. As a result, many rural residents prefer to send their children to work to earn money (Children of the Mekong).

Gender inequality

The military authority has been the norm rather than the exception in Myanmar for 50 years. For many decades, women were barred from holding leadership positions and were denied equal economic and educational possibilities as men. During these decades, social conventions decided that women and girls should control the household, family, and other caretaking chores while males should be leaders, owing to the country’s military and hyper-masculinity. This period’s patriarchal worldview is exemplified by the military-drafted 2008 constitution, which regularly refers to women as mothers and proclaims that specific vocations “are suitable only for men.” Myanmar was ranked second most discriminating in the 2021 Social Institutions and Gender Index2 out of nine Southeast Asian countries (UN Women & UNDP, 2022).

According to the women who responded to the survey in December 2021, “After the military takeover, all the hopes and aims are gone, and everything has been difficult. The education system is worsening, and the scarcity of jobs is increasing” Kayin resident, 55 years old (UN Women & UNDP, 2022).

Young children attend a school in Myanmar. Photo by ILO / P.Pichaiwongse on Flickr.

Children with Disabilities

According to the Ministry of Population’s 2019 survey, 12.8% of the population has one of the six disabilities: 6.3% have a visual impairment; 2.4% have a hearing impairment; 5.4% have difficulty walking; 4.4% have difficulty remembering/concentrating; 1.9% have difficulty self-care; and 1.6% have difficulty communicating (DoP, 2020, p. 93).

According to the Ministry of Education, students with disabilities attended 14.72% of all regular primary and secondary schools in 2019. In Myanmar, statistics show that education for disabled children is scarce (Tonegawa, 2022).

DoP et al., 2017: 156 estimate that 45.4% of children with impairments aged 5-9 years and 31.4% of children with disabilities aged 10-13 years have never attended school. The enrolment rate of disabled children is low compared to Myanmar’s overall net enrollment rate in formal education, which is 98.5% in formal primary education and 79.2% in formal lower secondary school. In Myanmar, school enrollment for disabled children is low (Tonegawa, 2022). This multi-sectoral review holds that Myanmar’s success in meeting the Sustainable Development Goals (SDGs) is largely dependent.

Unqualified Higher Education Teachers and Teachers under Threat

The University scholars are expected to be positioned at the nexus of teacher training and research practice. The scarcity of research-related scholars is a crucial issue for Myanmar, with their minimal studies on their research engagement.

The teachers also, as well as students, are under threat of ongoing conflict. The 2021 coup and the civil war affected teachers’ safety. In addition, eleven though the teacher is threatened by their lives, their income is insufficient to survive.

Conclusion

The second anniversary of Myanmar’s February 2021 coup d’état has just passed, and the country’s terrible state of armed warfare, insurgency, turmoil, and anarchy has only worsened. With the uncertainty surrounding the postponed general elections this year, which most believe will not be free, fair, or genuine, the civil war inside Myanmar is projected to worsen in 2023. There appears to be no end in sight. All of these conditions deteriorate the access to quality education for many children.

References
  • The Border Consortium (TBC). (n.d.). TBC’s Strategic Plan for 2023-2025.
  • Children of the Mekong. (n.d.). Education in Myanmar: challenges created by an unstable political environment. Children of the Mekong. Retrieved August 11, 2023, from https://www.childrenofthemekong.org/education-in-myanmar-challenges-created-by-an-unstable-political-environment/
  • CNN. (n.d.). Myanmar fast facts. CNN. Retrieved September 7, 2018, from. https://edition.cnn.com/2013/07/30/world/asia/myanmar-fast-facts/index.html
  • Government of Mynmar & UNICEF. (2020, December). Myanmar 2019-2020 Education Budget Brief. https://reliefweb.int/report/myanmar/myanmar-2019-2020-education-budget-brief-december-2020
  • https://www.hart-uk.org/a-brief-overview-of-the-ethnic-minorities-of-burma/. (2021, February 8). A Brief Overview of the Ethnic Minorities of Burma. Humanitarian Aid Relief Trust (HART). Retrieved August 11, 2023, from https://www.hart-uk.org/a-brief-overview-of-the-ethnic-minorities-of-burma/
  • Humanitarian Aid Relief Trust (HART). (2021, February 8). A Brief Overview of the Ethnic Minorities of Burma. Humanitarian Aid Relief Trust (HART). Retrieved August 11, 2023, from https://www.hart-uk.org/a-brief-overview-of-the-ethnic-minorities-of-burma/
  • The Irrawaddy. (2022, November 24). Southeast Myanmar’s Refugee Children Need Funding to Stay in School. The Irrawaddy. Retrieved August 11, 2023, from https://www.irrawaddy.com/news/burma/southeast-myanmars-refugee-children-need-funding-to-stay-in-school.html
  • Kyaw, M. T. (n.d.). Factors Influencing Teacher Educators’ Research Engagement in the Reform Process of Teacher Education Institutions in Myanmar. SAGE Open, 11(4). https://doi.org/10.1177/21582440211061349
  • Lall, M. (2023). The state of education, pre-reform. In Myanmar’s Education Reforms: A Pathway to Social Justice? UCL Press.
  • Lwin, T. (2017, March 10). Comments on the National Education Strategic Plan (2016–2021) of the Ministry of Education, Myanmar.
  • Lwin, T. (2019, June 13). Global justice, national education and local realities in Myanmar: a civil society perspective. Asia Pacific Education Review, (20), 273–284. https://doi.org/10.1007/s12564-019-09595-z
  • Lwing, T. (2007, July). Education and democracy in Burma: Decentralization and classroom-level educational reform. In Forum: International forum for democratic studies.
  • Myanmar Department of Population. (n.d.). 2019 Inter-censal survey. Department of Population. Retrieved August 11, 2023, from https://www.dop.gov.mm/en/publication-category/2019-inter-censal-survey
  • Oxfam. (2018). Bangladesh Rohingya refugee crisis. Oxfam International. Retrieved from. https://www.oxfam.org/en/emergencies/bangladesh-rohingya-refugee-crisis.
  • Shohel, M. (2023, May 3). Lives of the Rohingya children in limbo: Childhood, education, and children’s rights in refugee camps in Bangladesh. PROSPECTS, (53), 131–149. https://doi.org/10.1007/s11125-022-09631-8
  • Tonegawa, Y. (2022, January 15). Contextualization of Inclusive Education: Education for Children with Disabilities in Myanmar. International Journal of Instruction, 15(1), 365-380.
  • UNCHR. (n.d.). United Nations High Commissioner for Refugees (UNHCR). (2018). Refugees in Thailand. https://www.unhcr.org/th/en.
  • Untitled. (n.d.). UNFPA Myanmar. Retrieved August 11, 2023, from https://myanmar.unfpa.org/sites/default/files/pub-pdf/inter-censal_survey_union_report_english.pdf
  • UN Women & UNDP. (n.d.). Regressing Gender Equality in Myanmar: Women living under the pandemic and military rule. Report.
  • UN Women & UNDP. (2022, March 8). Regressing Gender Equality in Myanmar: Women living under the Pandemic and Military rule – Myanmar. ReliefWeb. Retrieved August 11, 2023, from https://reliefweb.int/report/myanmar/regressing-gender-equality-myanmar-women-living-under-pandemic-and-military-rule
  • Washington Post. (2017, October 25). Bangladesh is now home to almost 1 million Rohingya refugees. Washington Post. Retrieved August 11, 2023, from https://www.washingtonpost.com/news/worldviews/wp/2017/10/25/bangladesh-is-now-home-to-almost-1-million-rohingya-refugees/?noredirect=on&utm_term=.24ca7b467a0e.

Girl’s education in South Sudan

Written by Agnes Amaral

The reality of girl’s education in South Sudan must be understood not simply in the context on lack of gender inequality but within a system of class domination based on wartime predation. South Sudan only recently gained independence in July of 2011. There are a lot of implications of wartime and post-war resource capture that overcome education infrastructure now. The civil war increased social inequality and created new social relations in which elites gained substantial power, enabling them to maintain the status quo. 

This formation illustrates how corruption became part of the political system and brought forward problems that affect today’s education system in South Sudan. Principally considering one of the main problems is that the education system is stressed by a lack of school infrastructure and teaching materials, as well as the limited number of qualified teachers. Another problem related to income inequality is the expenses the educational system does not cover. Although education is technically free, families are expected to pay additional fees if they want their children to receive an education—for example, textbooks and uniforms. 

Monica in a classroom in Oxfam’s girls’ education project, Bahr el Ghazal, South Sudan. Photo by Laura Pannack, Oxfam East Africa.

THE ROLE OF EDUCATION

Education is a key determinant for overcoming inequality on a global scale. Post civil war, South Sudan became a subsistence agriculture economy to survive. Children were included in this process and expected to work in order to maintain the household. That is a problem since they don’t have enough time to attend school and school activities. 

Half of the country’s population is in extreme poverty. Work functions as a form of immediate sustenance, taking away education as a fair opportunity. Additionally, there is a low employment in the country. For this reason, most jobs are tied to agriculture and services, children are part of this labor force.

A deficit of government investments in education also accentuates the problem in the country. Only 30% of the population can read and write, according to World Population Review in 20191.

Not only is access to education a problem but consistent enrollment of students in school. Most children cannot complete the primary school cycle. This is due to  financial difficulties and poor infrastructure. Some students must walk more than 3km a day to get to school. This makes leaving school a viable alternative.

GENDER INEQUALITY

These forms of oppression affect women even more. Many girls and women abandon school to perform a common cultural reality in this country, for example, early marriage. Gender inequality directly affects teachers too. According to UNICEF, in 2006, only seven percent of teachers were women.

South Sudan has a conservative ideology promoting the negative perception of women and girls. Women don’t have access to property ownership, and this makes marriage an option to survive. It is a cultural aspect that reflects in all spheres of South Sudanese society. Marriage confines girls into a dependency system because it is the primary source of income. They are expected to labor in domestic chores and have almost no time to dedicate to educational growth. 

Many girls spend their childhood and adolescence carrying water, cooking, cleaning and caring for babies, leaving no opportunity to study and further their education. Education is essential aspect to successfully break down these barriers. Especially an egalitarian education that reduces gender inequality.

Recently, Pope Francis spoke out about the fact that many girls do not make it to secondary education in South Sudan. “Please, protect, respect, appreciate and honor every woman, every girl, young woman, mother, and grandmother. Otherwise, there will be no future” (Reuters) The event brought together religious people and a humanitarian, Sara Beysolow Nyanti, to discuss the protection of women and girls in the country.

Education is a very important agenda. Since it is recognised as an opportunity for  girls and women to access other realities. Not only financial realities but cultural realities that evoke the gender role socially.

The leadership of women who fight for their rights is evidenced, since the challenges they all face, such as forced marriage, lack of school infrastructure, low income, etc., are varied. Although South Sudan offers free education, it is possible to conclude that there are several obstacles to improving the quality of life of these girls. Several studies show how less than half the population attended school, a number that decreases when the cut-off is by gender. Many girls work in agricultural activities to support the household. The confrontation of this problem must be thought through in several arenas. More than just guaranteeing free education, recognising and fighting child labor as a determinant of poverty is necessary. Investments in education must be recognised in the mitigation of gender inequality in order for the future generations to enjoy the benefits that education brings to society.

Beyond the Medina: Unpacking Morocco’s Educational Challenges

Written by Anastasia Bagration-Gruzinski

Morocco is a North African country that is bordered by the Atlantic Ocean, the Mediterranean Sea, and Algeria. The country has a population of over 36 million people, making it the fifth-largest economy in Africa. Although Morocco is one of the most prosperous and politically stable countries in the region, it still faces several educational challenges.

According to UNESCO, the literacy rate in Morocco is 73%, with a 66% literacy rate for women and a 79% literacy rate for men. Although this is an improvement from previous years, there is still a significant disparity between urban and rural areas, with rural areas having lower literacy rates. Moreover, the quality of education is a concern, with a high dropout rate and low educational achievement levels.

In this article, we will examine the educational challenges that Morocco is facing, as well as possible solutions to address these challenges.

Schoolchildren admiring an eclipse in Morocco. Photo by Universe Awareness.

Challenges Facing Morocco’s Education System

Quality of Education

One of the most pressing challenges facing Morocco’s education system is the quality of education. Many Moroccan students struggle with basic reading and writing skills, which leads to high dropout rates and low achievement levels. According to the World Bank, only 36% of Moroccan students who enroll in primary school complete secondary education.

The lack of quality education is partly due to the shortage of qualified teachers, particularly in rural areas. According to a report by the Moroccan Ministry of National Education, Vocational Training, Higher Education, and Scientific Research, there is a shortage of over 60,000 teachers in the country. This shortage results in larger class sizes, which makes it challenging for teachers to provide individualized attention to each student.

Access to Education

While education is compulsory in Morocco, many children, particularly those in rural areas, do not have access to education. According to a report by the United Nations Children’s Fund (UNICEF), about 200,000 Moroccan children between the ages of 7 and 13 are not enrolled in school. Girls are especially affected, with many families preferring to keep their daughters at home to help with household chores or marry them off at a young age.

Moreover, poverty is a significant barrier to education in Morocco, with many families unable to afford school supplies and uniforms, as well as transportation to and from school.

Curriculum and Teaching Methods

Morocco’s education system has been criticized for its outdated curriculum and teaching methods. The current curriculum does not align with the needs of the modern workforce and does not provide students with the skills and knowledge they need to succeed in the 21st century.

Additionally, the teaching methods used in Moroccan schools are often outdated and rely heavily on rote learning and memorization. This approach does not encourage critical thinking or creativity, which are essential skills in today’s rapidly changing world.

Gender Inequality

Gender inequality is a significant challenge in Morocco’s education system. While the government has made progress in promoting girls’ education, there is still a significant gender gap in enrollment and achievement. According to a report by UNESCO, the primary school net enrollment rate for girls in Morocco is 87%, compared to 93% for boys. Moreover, girls’ achievement levels are lower than boys, with a higher dropout rate.

Teacher Training and Professional Development

Investing in teacher training and professional development is one of the most critical solutions to Morocco’s education challenges. The Moroccan government should provide more training opportunities for teachers to enhance their teaching skills and learn new approaches to teaching.

Additionally, the government should incentivize teachers to work in rural areas by providing them with better salaries, housing, and other benefits. This approach would help address the shortage of qualified teachers in rural areas and provide students with better access to quality education.

Children in a classroom in Morocco. Photo by Antonio Cinotti.

Solutions to Morocco’s Educational Challenges

Investing in Teacher Training

One of the most critical solutions to Morocco’s education challenges is investing in teacher training. The Moroccan government should provide more training opportunities for teachers to enhance their teaching skills and learn new approaches to teaching.

Additionally, the government should incentivize teachers to work in rural areas by providing them with better salaries, housing, and other benefits. This approach would help address the shortage of qualified teachers in rural areas and provide students with better access to quality education.

Legal Basis for the Solution:

According to Article 26 of the Universal Declaration of Human Rights, “Everyone has the right to education.” The right to education is also recognized in several international human rights treaties, including the International Covenant on Economic, Social, and Cultural Rights (ICESCR) and the Convention on the Rights of the Child (CRC). Both of these treaties recognize the right to education as a fundamental human right that should be accessible to everyone, regardless of gender, social class, or geographic location.

Expanding Access to Education

To increase access to education in Morocco, the government should consider implementing policies that target children from disadvantaged backgrounds. These policies may include financial assistance programs, such as scholarships or subsidies, to help families cover the cost of education.

The Moroccan government can also partner with non-governmental organizations and other stakeholders to expand access to education in rural areas. This approach could involve building new schools, providing transportation to and from school, and ensuring that schools have access to resources and materials needed to provide quality education.

Updating the Curriculum and Teaching Methods

To improve the quality of education in Morocco, the government must update the curriculum and teaching methods to align with the needs of the modern workforce. This could involve incorporating more practical skills, such as computer literacy, into the curriculum. The government should also promote project-based learning, which encourages critical thinking and problem-solving skills, rather than rote memorization.

Furthermore, the Moroccan government can collaborate with international organizations, such as UNESCO, to develop new teaching materials and curricula that are more inclusive and relevant to the needs of Moroccan students.

Closing the Gender Gap

Morocco has made significant progress in promoting girls’ education, but there is still a gender gap in enrollment and achievement. To close this gap, the government should focus on improving access to education for girls, particularly in rural areas.

The government can provide incentives for families to send their daughters to school, such as scholarships or subsidies. Additionally, the government can work with non-governmental organizations to create awareness campaigns that promote the importance of girls’ education and address cultural attitudes that prevent girls from accessing education.

International Cooperation

International cooperation is crucial in addressing Morocco’s education challenges. The Moroccan government can collaborate with international organizations, such as the World Bank and UNESCO, to secure funding for education initiatives and gain access to expertise and resources.

Additionally, the Moroccan government can learn from the experiences of other countries that have successfully addressed similar education challenges. For example, Morocco can look to neighboring countries, such as Tunisia and Algeria, that have made significant progress in improving access to education and promoting gender equality in education.

Conclusion

Morocco’s education system is facing several challenges, including the quality of education, access to education, curriculum and teaching methods, and gender inequality. While the government has made efforts to address these challenges, more needs to be done to ensure that all Moroccan children have access to quality education.

To improve the quality of education in Morocco, the government should invest in teacher training, expand access to education, update the curriculum and teaching methods, and close the gender gap in enrollment and achievement. Additionally, international cooperation is crucial in addressing these challenges, and the Moroccan government should collaborate with international organizations and learn from the experiences of other countries that have successfully addressed similar education challenges.

By addressing these challenges, Morocco can improve the prospects of its young people, promote economic growth, and build a brighter future for the country.

Bibliography

Educational Challenges in Yemen: How the Conflict Puts Education at Risk?

Written by Müge Çınar

What has been happening in Yemen since 2015?

Yemen has ancient roots at the Middle East, Asia, and Africa crossroads, and the Republic of Yemen is a relatively new established state. It was created in 1990 following the unification of communist South Yemen with North Yemen. 

The wave of protests in Yemen in 2011 was affected by the Arab Spring, Yemen has been suffering civil wars, jihadist violence, tribalism, and extreme poverty since then.

Furthermore, the suffering brought on by the current war since 2015 between a coalition led by Saudi Arabia and the Houthis, a Shia militia supported by Iran (World Bank, 2019). The Saudi-led coalition was provided logistical and intelligence support from the US, UK, and France. According to the UN, both sides in the war have committed war crimes. However, both sides refused the allegations (World Bank, 2023).

Long before the current crisis began, the politicization of education in Yemen was an issue. To begin with, neither a license nor any type of supervision was required for religious schools, which predate government-run public schools and higher education institutions (Nagi, 2021). Yet, the conflict exacerbated the collapse of education in the country which was already weak in its educational system.

In general, the North and the South each have their independent educational system (Taher et al., 2022). Each of the parties engaged prioritizes military development while ignoring every aspect of progress, such as education. To serve their own ideological and political objectives, each of these systems is making considerable changes to education, yet the quality of education is declining in both places. Children are unable to attend schools due to conflict, displacement, the spreading of diseases, lack of infrastructure, and gender discrimination.

A group of children, displaced by fighting in the Yemeni city of Hodediah, participate in catch-up classes in the Rabat camp near the Yemeni city of Aden. Photo by Peter Biro

Conflict-related Education Difficulties

Attacks against schoolchildren, teachers, and educational infrastructure, since the conflict started, have affected the educational system and millions of children’s access to learning opportunities. Yemen is experiencing a serious education crisis, which will have devastating long-term effects on children (Education in Yemen,  UNICEF, 2023).

Around 11 million Yemeni children require humanitarian aid, and more than 2.4 million school-age boys and girls are not attending school (UNICEF, 2023). Many families are unable to bring their children to school because of the cost of food and other school-related expenses (Battling Hunger and Ensuring Yemeni Children Can Get Back to School, 2023).

According to UNICEF statistics, more than two million children are not enrolled in school, and many millions require assistance to enrol, and more than 20% of all primary and secondary schools are closed (ICRC, 2022). Students and teachers have been killed or injured on their way to school. Numerous families are no longer sending their children to school, especially girls, due to the danger and financial effects of the conflict. The psychological effects of violence mitigate the educational performance of the children since many children have only ever known life in conflict. 

At least one out of every four educational facilities has been destroyed, damaged, or put to other uses over the past eight years. 58% of these schools are damaged by conflict and 30% are used as quarantine centres or occupied by armed groups (Save the Children International, Save the Children Yemen, 2021).

Under international humanitarian law, war parties are required to take all necessary precautions to safeguard civilians and civilian infrastructure. Long-lasting harm results from violence against students, educators, and institutions of higher learning. It also makes the education system harder to recover after the conflict.

Displacement Problem

Ongoing conflict forces people to move to other areas of the country. Displaced people have had their access to education cut off suddenly because of their displacements. The 1.5 million school-aged internally displaced children, the 870,495 girls and boys with disabilities, and the more than 2 million kids who are not in school are the most at risk (OCHA, 2023). Between September and October 2022, UNHCR and Deem for Development Organization renovated the classrooms at the schools with funding from a Quick Impact Project (QIP) (OCHA, 2023).

International organizations and communities are on a mission to reach children who need health and education assistance in the displaced and hard-to-reach places. OCHA, UNICEF, UNHCR, UNFPA, and others participated in the mission.

Lack of Access to Healthcare and WASH Facilities

Many people in Yemen also lack access to healthcare and nutrition services. 540,000 children live in a condition with acute malnutrition and insufficient health services. Water, sanitation, and hygiene (WASH) need for children are more common in the areas of new displacement and rural areas. Shelter and WASH assistance is the most important factor for children to pursue their education. In 2023, more than 8.6 million school-children will need assistance according to UNOCHA (OCHA, Issue 1, 2023).

The result of the war is damage to infrastructure and import disruption of fuel causing 61% of the Yemeni’s lack of access to water and 42% of the population to have not enough sanitation (OCHA, Issue 1, 2023). The sheer amount of time spent delivering water also harms the educational opportunities for children. With no choice but to go to the water points twice a day and carry plastic water containers on their heads, many children have been forced to quit school (OCHA, Issue 1, 2023).

The events to improve access to safe water were officially launched on February 2022 by IOM and YHF (OCHA, Issue 1, 2023). Many kids can go back to school and finish their education, particularly girls. The project also unlocks the ability of the people to engage in agriculture and other livelihood activities.

Spreading Diseases and Urgent Immunization of the Children

“The prolonged crisis and the lack of funding for the HRP threaten food insecurity, which could result in famine, disease outbreaks, and epidemics,” said Na’aem Al Khulaidi, program coordinator for the Tamdeen Youth Foundation (OCHA, Issue 2, 2023). For instance, polio has frighteningly returned to Yemen years after the country was declared free of the deadly illness.

Significant infectious disease outbreaks, including some that could have been prevented by vaccination, such as cholera, diphtheria, dengue, measles, and the reappearance of vaccine-derived polioviruses, were influenced by the conflict. Additionally, the COVID-19 pandemic has made the health condition even worse.

A new level of complication was introduced for the millions of school children in Yemen with the Covid-19 pandemic. For the millions of boys and girls in Yemen, After many cases of illness were reported in March 2020, schools closed and stayed closed for six months. Although the reopening the schools, many children had not gone back to classes (ECW in Yemen, 2023).

Having suffered from the Covid-19 pandemic, Yemen is dealing with rising cases of poliovirus. 228 children have been paralyzed due to poliovirus in 2021 in Yemen. In Yemen, there were about 22,000 cases of measles in 2022, with 161 casualties. There have been 9,418 cases reported in 2023, and 77 children have died (OCHA, Issue 1, 2023).

Low immunization rates of vaccine-preventable diseases among children are a very dangerous situation for them to attend school. Many children’s families are not able to afford hospitalization costs (OCHA, Issue 3, 2023). While there have been numerous polio and measles vaccination campaigns over the past two years in the southern regions, children in the northern regions are particularly in danger due to the ongoing deadlock over additional immunization efforts there (OCHA, Issue 3, 2023).

A group of children, displaced by fighting in the Yemeni city of Hodediah. Photo by Peter Biro

Gender Inequality

The patriarchally-oriented cultural and religious institutions continue to be the principal opponent of female education. The government and international organizations strive to alter the mindset of the current families to forbid their daughters from pursuing education by launching various campaigns in rural areas, reinforcing the social norms that they have built (Ballout, 2023). Nevertheless, dropouts of the school-girls are at risk of child marriage, while boys are recruited by armed groups.

The most affected gender by the displacement is females. Bureaucratic obstacles prohibit women to travel without a company of a close family member. This has created a great impact on women to access and pursue education (OCHA, Issue 1, 2023). The increase in mahram requirements and mostly AA-controlled areas worsened the gender gap in education, resulting in a wide gender gap in literacy and basic education.

The country’s economic struggle plays a part in gender inequality too. Getting a very minimum income affects Yemeni households’ purchasing power. Weak economical conditions affect women’s conditions and children’s education.  It will have a domino effect and raise the danger of gender-based violence and other abuses among women and girls. Children will have less access to school and more cases of family dissolution, child labour, child marriage, and child trafficking (OCHA, 2022).

Insufficient Incentives to the Teachers

Yemen’s education system is in danger of collapsing, which will have an impact on both school-age males and females. The conflict that has lasted for years, the economy’s downfall, and the COVID-19 pandemic have all restricted access to schooling. Structured learning is still impacted by the insufficient payment of teachers’ salaries.

Since 2016, the majority of teachers in governorates (or 61% of the teaching staff) have received poor allowances. When teachers are paid, the amounts are little and paid slowly, which disincentivizes them for work and forces them to look for side jobs to support their income (Education in Yemen, 2023). Also, most teachers lead to quitting their jobs which risks nearly four million children losing access to education (Nagi, 2021). Every year, a number of teachers and students flee from the country, and a large portion of these individuals are the most qualified ones.

Another important problem is that there are not sufficient teacher training programs, causing qualified teachers to remain very less. The gender gap between the teachers is also very wide. Teachers are mainly male with 80%, which creates a lack of female teachers.

Teachers as well as students have suffered from this constant struggle and even exploited it against one another. Teachers and students were recruited to collaborate with the tribes that were engaged in this conflict. Peace and education are being replaced by conflict and political beliefs that serve the interests of parties and tribes. The students quit school and decide to ally themselves with the tribes that will pay for their families basic needs. This includes teachers who have gone for years without receiving payment (Taher et al., 2022).

References

Ballout, A. (2023). Female Education in Yemen. Available at SSRN 4318578.

Battling Hunger and Ensuring Yemeni Children Can Get Back to School. (2023, February 1). World Bank. Retrieved May 26, 2023, from https://www.worldbank.org/en/news/feature/2023/02/01/battling-hunger-and-ensuring-yemeni-children-can-get-back-to-school

ECW in Yemen. (n.d.). Education Cannot Wait. Retrieved May 26, 2023, from https://www.educationcannotwait.org/our-investments/where-we-work/yemen

Education in Yemen. (n.d.). UNICEF. Retrieved May 26, 2023, from https://www.unicef.org/yemen/education

8 years of crushing conflict in Yemen. (2023, March 24). UNICEF. Retrieved May 26, 2023, from https://www.unicef.org/press-releases/8-years-crushing-conflict-yemen-leave-more-11-million-children-need-humanitarian

How and why to end the war in Yemen. (2019, May 7). Economist. Retrieved May 26, 2023, from https://www.economist.com/leaders/2017/11/30/how-and-why-to-end-the-war-in-yemen?utm_medium=cpc.adword.pd&utm_source=google&ppccampaignID=18151738051&ppcadID=&utm_campaign=a.22brand_pmax&utm_content=conversion.direct-response.anonymous&gclid=CjwKCAjwge2iBh

ICRC. (2022, October 13). Yemen: Conflict leaves millions of children without proper education. In News and Press Release. https://reliefweb.int/report/yemen/yemen-conflict-leaves-millions-children-without-proper-education-enar

Nagi, A. (2021). Education in Yemen: Turning Pens into Bullets.

OCHA. (2022, April 30). Yemen Humanitarian Response Plan 2022. https://reliefweb.int/report/yemen/yemen-humanitarian-response-plan-2022-april-2022

OCHA. (2023, January). Report: Yemen Humanitarian Update. (Issue 1). https://reliefweb.int/report/yemen/yemen-humanitarian-update-issue-1-january-2023-enar

OCHA. (2023, February). Yemen Humanitarian Update. (Issue 2). https://reliefweb.int/report/yemen/yemen-humanitarian-update-issue-2-february-2023-enar

OCHA. (2023, March). Yemen Humanitarian Update. (Issue 3).

Save the Children International, Save the Children Yemen. (2021, June). Report: Education in Crisis in Yemen.

Taher, A., Khan, Z., Alduais, A., & Muthanna, A. (2022). Intertribal conflict, educational development and education crisis in Yemen: A call for saving education. Review of Education, 10(3)(e3376).

Yemen: Why is the war there getting more violent? (2023, April 14). BBC. Retrieved May 26, 2023, from https://www.bbc.com/news/world-middle-east-29319423

Featured image: Yemeni children play in the rubble of buildings destroyed in an air raid, Photo by Biro

Educational Challenges in Libya

Written by Joseph Kamanga

Introduction

Libya is a North African country with a turbulent history of political instability and armed conflicts. Education is a fundamental pillar of any nation’s development, and overcoming these challenges is crucial for fostering a brighter future for Libya’s citizens.

Photo by aboodi vesakaran on Unsplash

Historical Context of Libya’s Education System

To understand the current state of education in Libya, it is essential to consider its historical context. During the rule of Colonel Muammar Gaddafi, the education system primarily focused on ideological indoctrination rather than academic excellence. This approach neglected critical thinking and innovation, resulting in an education system that failed to equip students with the necessary skills for personal and professional growth.

Historical Context of Libya’s Education System

Under Colonel Muammar Gaddafi’s rule, the curriculum promoted the regime’s propaganda and political agenda, neglecting critical thinking, innovation, and academic rigour. As a result, students lacked the necessary skills to thrive in a rapidly changing world and contribute to the nation’s development.

Impact of Political Instability and Armed Conflicts

The political instability and armed conflicts that ensued after the Arab Spring in 2011 severely impacted Libya’s education system. Educational institutions became targets of violence, leading to damaged infrastructure and disrupted learning environments. Many schools and universities were forced to close, and students and teachers were displaced. Consequently, educational progress was hindered, resulting in high dropout rates and limited access to education, particularly for vulnerable populations.

Inadequate Infrastructure and Resources

Decades of neglect and underinvestment have left Libya’s educational infrastructure in dire conditions. Many schools lack sufficient classrooms, face overcrowding, and lack basic amenities like electricity, water, and sanitation facilities. Dilapidated buildings and insufficient resources create an unsuitable learning environment for students. Furthermore, there is a shortage of educational resources, including textbooks, teaching materials, and modern technology, limiting students’ access to quality education.

Teacher Shortage

Libya’s ongoing turmoil and economic challenges have triggered a significant brain drain, with highly educated professionals and skilled teachers leaving the country in search of better opportunities and security. This exodus has resulted in a severe shortage of qualified teachers, with many classrooms staffed by inexperienced or underqualified individuals. The lack of well-trained and experienced educators compromises the quality of education and impedes the development of students’ intellectual capacities.

Gender Inequality in Education

Gender inequality remains a persistent challenge in Libya’s education system. Although efforts have been made to promote gender parity, cultural and societal norms continue to pose obstacles. Girls face multiple barriers to accessing education, including early marriage, gender-based violence, and conservative attitudes towards women’s education. Many families prioritize boys’ education over girls’, perpetuating gender disparities. Addressing these challenges requires targeted interventions, such as awareness campaigns, community engagement, and policies that promote and protect girls’ right to education. Empowering girls through education enhances their prospects and contributes to societal development and gender equality.

Challenges faced by Children with Disability in Libya

Disabled children in Libya face significant challenges in accessing quality education and experiencing inclusive learning environments. This section will explore the educational challenges specific to disabled children in Libya and discuss potential strategies to address these issues.

Limited Access to Inclusive Education:

One of the primary challenges for disabled children in Libya is the limited access to inclusive education. Many schools lack the necessary infrastructure, resources, and trained personnel to accommodate students with disabilities. As a result, disabled children often face barriers to entry, preventing them from accessing education on an equal basis with their non-disabled peers.

Discrimination and Stigma:

Discrimination and stigma against disabled individuals persist in Libyan society, leading to exclusion and marginalization. Negative attitudes and misconceptions about disabilities contribute to a lack of acceptance and understanding within educational settings. Disabled children may face social barriers, prejudice, and bullying, further hindering their educational experiences and well-being.

Inadequate Teacher Training:

The lack of specialized training for teachers to cater to the diverse needs of disabled students is a significant challenge. Teachers often lack the knowledge and skills to adapt teaching methodologies, provide appropriate accommodations, and employ assistive technologies to facilitate inclusive learning. Consequently, disabled children may not receive the individualized support and reasonable adjustments necessary for their educational success.

Limited Availability of Support Services:

Support services, such as speech therapy, occupational therapy, and psychological support, are limited in Libya. Disabled children require these services to enhance their communication skills, motor development, and emotional well-being. The scarcity of these services hampers the holistic development of disabled students and impedes their educational progress.

Inaccessible Physical Infrastructure:

Many educational institutions in Libya lack accessible physical infrastructure, making it difficult for disabled children to navigate school premises independently. The absence of ramps, elevators, accessible toilets, and sensory-friendly classrooms creates barriers to mobility, participation, and overall engagement in the learning process.

Limited Availability of Assistive Technologies:

The availability of assistive technologies, such as hearing aids, Braille devices, and screen readers, is limited in Libya. These technologies are crucial in enabling disabled children to access information, communicate effectively, and participate fully in educational activities. The lack of access to these technologies significantly hinders the educational opportunities of disabled students.

Inadequate Policy Framework:

The absence of a comprehensive policy framework addressing the educational needs of disabled children contributes to the challenges they face. Clear policies and guidelines are essential to ensure inclusive education, promote anti-discrimination measures, allocate resources, and enforce accountability at all levels of the education system.

Educational workshop. Photo by Saleh Deryag

Strategies to Address the Challenges:

Curriculum Reforms and Quality Assurance

Revitalizing the curriculum is vital for modernizing Libya’s education system and equipping students with the skills needed for the 21st century. Curriculum reforms should emphasize practical and vocational training, fostering creativity, critical thinking, problem-solving, and digital literacy. Updating the curriculum to align with global educational standards and labour market demands can enhance students’ employability and entrepreneurial skills. Additionally, establishing a robust quality assurance framework to monitor and evaluate educational institutions will ensure that students receive a high standard of education. Regular assessments, teacher training, and accreditation mechanisms can promote accountability and quality in the education system.

Promoting Access to Education

Expanding access to education is crucial for addressing disparities in educational opportunities. Particular attention should be given to marginalized and remote areas with limited access to quality education. Investing in developing educational infrastructure in these regions, including schools, libraries, and educational centres, is essential. Additionally, providing financial assistance, scholarships, and grants to students from disadvantaged backgrounds can help mitigate financial barriers that hinder access to education. Promoting inclusive policies that ensure access for children with disabilities and those from displaced or refugee backgrounds is also crucial in fostering a more equitable education system.

Strengthening Technical and Vocational Education and Training (TVET)

Promoting technical and vocational education and training (TVET) is essential for equipping students with practical skills aligned with the job market’s needs. Collaboration between educational institutions, private sector industries, and government entities can help design and implement relevant TVET programs. Providing students with opportunities for internships, apprenticeships, and hands-on training can bridge the gap between education and employment. Moreover, promoting entrepreneurship and innovation within the TVET framework can foster economic growth and self-employment opportunities.

Enhancing Teacher Training and Professional Development

Addressing the teacher shortage and improving the quality of education requires a focus on teacher training and professional development. Providing pre-service and in-service training programs can enhance teachers’ pedagogical skills, content knowledge, and classroom management abilities. Additionally, mentoring programs, peer-to-peer learning, and continuous professional development opportunities can support teachers’ growth and keep them updated with modern teaching methodologies and technology. Recognizing and incentivizing the teaching profession through competitive salaries and career advancement opportunities can also attract and retain qualified educators.

Addressing Socio-Economic Disparities in Education

Socio-economic disparities significantly impact access to quality education in Libya. Children from disadvantaged backgrounds face numerous challenges, including poverty, limited resources, and lack of educational support. To address these disparities, targeted interventions are necessary, including implementing inclusive education policies, providing comprehensive support services, offering school feeding programs, and investing in early childhood education. Collaboration with local communities, NGOs, and international organizations can contribute to creating a more equitable educational landscape.

Leveraging Technology for Educational Advancement

Integrating technology in education can overcome geographical barriers, enhance learning outcomes, and provide access to various educational resources. Investing in digital infrastructure, such as internet connectivity and computer labs, can enable the integration of e-learning initiatives through digital tools and platforms in classrooms.

Developing Inclusive Education Policies: Libya should develop and implement inclusive education policies that emphasize the rights of disabled children to access quality education on an equal basis with their peers. These policies should promote inclusive practices, reasonable accommodations, and the integration of disabled students into mainstream schools.

Providing Teacher Training and Professional Development: Invest in specialized training programs to enhance teachers’ knowledge and skills in catering to the needs of disabled students. Training should focus on inclusive teaching methodologies, assessment techniques, and assistive technologies.

Improving Infrastructure and Accessibility: Upgrade existing educational facilities to ensure accessibility for disabled children. This includes providing ramps, elevators, accessible toilets, and sensory-friendly learning spaces. New constructions should follow universal design principles to ensure inclusivity from the outset.

Strengthening Support Services: Increase the availability of support services such as speech therapy, occupational therapy, and psychological support within educational institutions. This includes training and employing specialists to provide individualized support to disabled students.

Promoting Awareness and Sensitization:

Conduct awareness campaigns to challenge societal stereotypes, reduce discrimination, and promote inclusivity. These campaigns can target schools, communities, and the media, raising awareness about the rights and abilities of disabled children and fostering a more inclusive mindset.

Enhancing Collaboration and Partnerships:

Promote collaboration between government bodies, non-governmental organizations (NGOs), and disability rights organizations to address the educational challenges faced by disabled children. This collaboration can help in resource mobilization, sharing best practices, and advocating for the rights of disabled children within the education sector.

Integrating Assistive Technologies:

Invest in the procurement and distribution of assistive technologies to enable disabled children to access educational materials and participate fully in learning activities. Collaborate with technology providers and organizations to ensure assistive devices and software availability and affordability.

Monitoring and Evaluation:

Establish mechanisms for monitoring and evaluating the progress of inclusive education initiatives for disabled children. Regular assessments can help identify gaps, measure the effectiveness of interventions, and inform policy development and implementation.

International Support and Cooperation:

Seek international support and cooperation to address the educational challenges faced by disabled children in Libya. Collaborate with international organizations and donor agencies to access funding, expertise, and resources for implementing inclusive education programs.

Conclusion:

Addressing the educational challenges faced by both the non-disabled and disabled children in Libya requires a comprehensive approach that encompasses policy reforms, teacher training, infrastructure improvements, support services, awareness campaigns, and collaboration among stakeholders. Efforts towards inclusive education not only benefit disabled children but also contribute to the overall development and inclusivity of Libyan society as a whole. By prioritizing inclusive education and fostering an enabling environment, Libya can ensure disabled children have equal opportunities to access quality education, realize their potential, and actively participate in society.

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