Educational Challenges in Ireland (Dutch)

Educational Challenges in Ireland (Dutch)

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

Geschreven door Stefania Grace Tangredi
Vertaald door Pina Bontius

 

Bron: Tijdschrift voor plattelandsstudies

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

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

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

Het onderwijssysteem in Ierland

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

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

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

Onderwijs in Ierland: vooruitzichten voor groei

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

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

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

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

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

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

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

Foto door  Jessica Lewis op Unsplash

Pesten op school

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

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

Kansarme mensen in Ierland

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

Bron: CSO Ierland

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

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

Conclusies en aanbevelingen

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

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

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

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

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

Bronnen:
References

Educational Challenges in Malta (Romanian)

Educational Challenges in Malta (Romanian)

Provocări educaționale în Malta

Scris de Karl Baldacchino

Editat de Olga Ruiz Pilato

Tradus de Iasmina-Măriuca Stoian

 

Introducere

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

 

Caracteristicile sistemului de învățământ din Malta

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

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

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

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

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

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

 

Nerespectarea standardelor educaționale

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

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

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

 

Educatorii incapabili să facă față

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

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

 

De la necesitate economică la rasism

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

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

 

Concluzie

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

 

Bibliografie:

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

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

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

[iv] Ibid.

[v] Ibid.

[vi] Ibid.

[vii] Ibid.

[viii] Ibid.

[ix] Ibid.

[x] Ibid.

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

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

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

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

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

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

[xvii] Gauci, pp. 22-23.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Education Crisis on Qamea Island: A School Without Classrooms After Natural Disasters

The Education Crisis on Qamea Island: A School Without Classrooms After Natural Disasters

Written by Mene Van Heerden

Introduction

Natural disasters have a disastrous effect on children’s education. From 2016 onwards, the school in Dreketi village on Qamea Island, Fiji, has been in a continuous natural disaster emergency. In 2016, a horrific cyclone destroyed many classrooms, forcing students to study in temporary classrooms. Then, in 2020, a devastating landslide occurred in Yadua Villiage School on Yadua Island, leaving classrooms destroyed, and all students were forced to study in unsuitable conditions. In November 2024, both schools’ classrooms have still not been rebuilt (“Northern Island Schools Without Classrooms,” 2024). As the world tries to deal with increasing natural disasters linked to climate change, this situation highlights the urgent need for more resilient school infrastructure in more vulnerable communities.

 

Why this is a critical issue

The lack of proper classrooms on Qamea Island and Yadua Island has disrupted the education of hundreds of children. These children were forced to learn in temporary structures or outdoors. According to the education ministry secretary, Selina Kuruleca, the government faces challenges in rebuilding the schools (Tuilevuka, 2024). These challenges include limited access to proper materials and finding tenders. The slow pace of rebuilding the schools have a significant effect on the students, since the quality of their education is compromised, and long-term effects can hinder the development of the entire generation (Herbst, 2024). Furthermore, this also impacts the children’s emotional and mental well-being and future opportunities, impacting the communities’ resilience and overall progress (Herbst, 2024). Overall, Fiji struggles with the effects of an ever-changing climate, and the lack of stable school infrastructure worsens the economy and creates social inequalities.

 

 

The role of the government and response measures

In response to both schools’ destruction, the Fijian government has guaranteed funds for reconstruction and provided temporary learning spaces to students and teachers, such as tents. As previously mentioned, the process has been slow, with funding challenges and difficulty reaching these remote islands adding to the delays (Tuilevuka, 2024). Although the government is committed to rebuilding the school, it needs to rethink how to rebuild the infrastructure to be more resilient to natural disasters, since ensuring resilient school infrastructure is essential to protect learning amid climate change and natural disasters (ReliefWeb, 2023). This can be done by adopting hazard-resistant designs that look at local risks. Examples of these designs include raised structures in flood-prone areas or wind-resistant roofs in areas prone to cyclones (Admin, 2023). Conducting risk assessments can also help the government notice site-specific vulnerabilities, and these vulnerabilities can be addressed. Furthermore, rebuilding these infrastructures using sustainable, locally sourced materials reduces environmental impact and supports durability. Equitable investment and governance are essential to prioritise vulnerable communities (ReliefWeb, 2023). International aid and teamwork with NGOs could also help the children of Qamea Island and Yadua Island continue their education despite these challenges. For example, NGOs could send volunteers to help build better temporary infrastructure while the government rebuilds the proper school facilities.

 

Impact of Climate Change and the Need for Resilience

Qamea Island and Yadua Island are examples of how climate change can affect Pacific Island states. Fijian islands are highly susceptible to natural disasters, including rising sea levels, severe cyclones, and extreme weather events (Fijian Ministry of Finance, 2024). Learning from the experiences of other countries in the Pacific region, implication of new policies, investment in new technologies and strategies appropriate for Fiji’s climate conditions is urgently needed and could help the Fijian government implement plans to reduce the damage caused by natural disasters. The Fijian government does advocate for resilience through its National Climate Change Policy Framework (Sayed-Khaiyum & Ministry of Economy, 2018). This framework emphasises the risk of climate change on any infrastructure development, including schools. Moreover, it underlines the need for weather-resilient buildings and sustainable materials and practices. In other words, the policy states that the government needs to adequately equip these educational institutions with infrastructure that can withstand natural disasters to ensure continued learning and endure for future generations.

 

Cooperating with other countries is another way to ensure continued learning and more substantial infrastructure. For example, Australia’s commitments to making climate and disaster resilience more applicable within the Pacific have proved beneficial to some Fijian Islands. They enhanced infrastructure development to withstand natural disasters and developed programs to help communities build resilience against climate-related challenges (DFAT, 2024). These programs also endorse community participation and knowledge-sharing to ensure that resilience strategies are culturally appropriate and locally relevant (DFAT, 2024). Through this cooperation between Australia and Fiji, infrastructures that can withstand climate-related disasters and promote a sustainable future can be built.

 

 

 

Conclusion

In conclusion, the education crisis on Fiji’s islands highlights a serious issue many countries face when natural disasters strike. The issue goes beyond the direct harm that natural disasters cause; it also involves the impact of climate change and inadequate school infrastructure on children’s ability to learn effectively. Inadequately equipped and built schools jeopardise the future of this young generation, and they severely restrict the potential for success and growth in the lives of many students. As seen on Qamea Island and Yadua Island, climate change worsens vulnerabilities in school infrastructure, highlighting the urgent need for resilient infrastructure capable of withstanding extreme natural disasters. To address these challenges, collaboration between the Fijian government, international partners, and local communities is essential. They must prioritise sustainable, hazard-resistant school designs and community-centred approaches to resilience. By putting resources into strong and flexible educational infrastructures, countries like Fiji can safeguard their most vulnerable members, their children. Improved school infrastructures can ensure continued education, even in tough times, and strengthen the future of the communities’ children facing climate change challenges head-on.

 

Featured Photo by Carl Campbell on Unsplash

 

 

 

References

 

Admin. (2023, December 28). Building for the future: The importance of resilient and disaster-resistant structure design. GDI Engineering. https://gdiengdesign.com/building-for-the-future-the-importance-of-resilient-and-disaster-resistant-structure-design/

 

Department of Foreign Affairs and Trade (DFAT). (2024). Fiji: Australia’s commitment to strengthening climate and disaster resilience in the Pacific. Australian Government. https://www.dfat.gov.au/about-us/publications/fiji-australias-commitment-to-strengthening-climate-and-disaster-resilience-in-the-pacific

 

Fijian Ministry of Finance. (2024). National climate change policy framework. Government of Fiji. https://www.finance.gov.fj/wp-content/uploads/2024/09/NPDF_final.pdf

 

Herbst, M. (2024). The state of the world’s children 2024: The future of childhood in a changing world. UNICEF.

 

Northern Island Schools Without Classrooms. (2024, September 27). Fiji Sun. https://fijisun.com.fj/2024/09/27/northern-island-schools-without-classrooms/

 

Sayed-Khaiyum, A., & Ministry of Economy. (2018). National climate change policy 2018 – 2030. Ministry of Economy. https://fijiclimatechangeportal.gov.fj/wp-content/uploads/2022/01/FIJI-NCCP-2018-2030_0.pdf

 

Tuilevuka, N. (2024, October 31). Still in tents: 300 students in the north without classrooms. The Fiji Times. https://www.fijitimes.com.fj/still-in-tents-300-students-in-north-without-classrooms/

 

Broken Chalk urges international response to the mass detentions in Türkiye

The human rights organization Broken Chalk is urging the international community to take action following the detention of over 200 individuals primarily university students by Turkish authorities during protests earlier this month.

The recent wave of detentions happened on May 6, 2025. It is particularly worrying that the detainees were not allowed access to a legal counsel and their families for the first 24 hours. The case details were not transparent either, leading to serious worrying from families and their legal representatives. Due process and transparency are missing in the detention process.

This latest operation also marks a continued effort to detain individuals alleged to be linked to the Hizmet Movement (or “FETÖ”, as referred to by Turkish authorities). Framed as a counter-terrorism effort, the Interior Minister Ali Yerlikaya shared a propagandistic video depicting routine activities by headscarved women as subversive acts. Multiple arrests were based on questionable grounds such as attending educational events, traveling abroad, or living with persons who were detained in earlier waves of arrests of Hizmet Movement affiliated persons. Notably, young female students were heavily targeted—some detained for cultural trips or mere associations. In one tragic case, a woman was arrested despite having lost her father to cancer while he was imprisoned under similar charges. It is clear that the Turkish authorities are using the term “terrorism” broadly, increasingly targeting civic or religious activity with this approach, and consequently, undermining rule of law and civil freedoms.

The arrests did not start on the 6th of May. Ever since the arrest of the Mayor of Istanbul on the 19th of March, 2025, the number of detentions has been increasing. President Erdogan is cracking down on the freedom of speech of the population, trying to drown the voice of the people who are questioning the arrest and the withdrawal of the bachelors diploma of Mr Imamoglu. It is important to note that the diploma is needed for signing up for the presidential candidacy. It is suspected that this was a deliberate move to make the Mayor of Istanbul disqualified early on from the presidential race. The Turkish population mobilised in big numbers but this also came at a cost, more than 2000 persons, have been detained and the number could be way higher.

Broken Chalk wishes to raise awareness of these events, especially to the clear violation of fundamental human rights such as the right to freedom of assembly and the right to due process. The way the arrests are conducted and the detention procedure is happening, it is clear that there is a lack of transparency, which undermines the trust in authorities and in general, the government.

Broken Chalk is calling on global leaders and human rights bodies to monitor the situation closely and pressure the Turkish government to respect civil liberties and the rule of law:

High Commissioner for Human Rights,
Secretary General of the Council of Europe,
Chairman of the Working Group on Arbitrary Detention,
Special Rapporteur on Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment,
Special Rapporteur on the Protection of Private Life,
Special Rapporteur on the Promotion and Protection of the Right to Freedom of Opinion and Expression,
Special Rapporteur on the Independence of Judges and Lawyers and
Council of Europe Commissioner for Human Rights.

Photo by Mathias Reding on Unsplash

References

 1. BBC, “Thousands turn out for Turkey protests after more than 1,400 arrests” March 26 2025, <https://www.bbc.com/news/articles/ckgz58rz3k8o> 

2.  Al-Monitor, ‘Over 400 detained in Istanbul’s May day protest” May 1 2025 <https://www.al-monitor.com/originals/2025/05/over-400-detained-istanbuls-may-day-protest-turkey-restricts-transit>

Arrest of Turkish-Brazilian Businessman in Brazil Raises Human Rights Concerns

Introduction

On May 1, 2025, Turkish-Brazilian dual national Mustafa Göktepe was arrested in São Paulo, Brazil, following an extradition request from the Turkish government over alleged links to the Gülen movement.

Background

Mustafa Göktepe, 47, has resided in Brazil for approximately two decades and became a naturalised citizen in 2012. He is married to a Brazilian woman and has two daughters, aged 8 and 13, both born in Brazil. Göktepe is a prominent figure in the Turkish-Brazilian community, operating a chain of Turkish restaurants that employ over 100 individuals. He also serves as the president of the Institute for Intercultural Dialogue (Instituto Pelo Dialogo Intercultural), a Brazilian NGO dedicated to promoting intercultural dialogue. He also worked as a computer teacher in Türkiye at a school known as Gülen School.

Legal Proceedings

Justice Flávio Dino of Brazil’s Supreme Federal Court (STF) ordered the arrest, which is provisional pending the court’s decision on the extradition request. The Turkish government accuses Göktepe of having links to the Gülen movement, which it classifies as a terrorist organisation. However, the movement denies involvement in any terrorist activities.

Ankara accuses Gülen, a U.S.-based Muslim cleric, of orchestrating the July 15, 2016, coup attempt, and has declared his movement a terrorist organisation. He denies any connection with the abortive putsch.

At its peak, the Gulen movement operated schools in 160 countries, from Afghanistan to the United States. Since the coup attempt, Türkiye has pressured allies to shut down Gulen-run establishments.

 

Human Rights Considerations

The case raises significant human rights concerns, particularly regarding the potential for political persecution. Given Göktepe’s long-standing residence in Brazil, his Brazilian citizenship, and his family’s ties to the country, extradition could have profound implications for his rights and well-being. It is crucial that Brazilian authorities thoroughly assess the extradition request, ensuring compliance with international human rights standards and protections against political persecution.

 

Since 2015, hundreds of men alleged by the Turkish authorities to have links with the Gülen movement, living in countries around the world, have been arbitrarily detained and forcibly returned to Türkiye. All these people are faced with very serious human rights violations in Türkiye.

 

Conclusion

The arrest of Mustafa Göktepe underscores the complexities at the intersection of international law, human rights, and political considerations. As the Brazilian judiciary deliberates on the extradition request, it is imperative to uphold the principles of justice and human rights, ensuring that individuals are not subjected to political persecution under the guise of legal proceedings.

 

References

​​Turkish Minute. (2025, May 3). Turkish businessman arrested in Brazil, faces extradition to Turkey over Gülen links. https://www.turkishminute.com/2025/05/03/turkish-businessman-arrested-in-brazil-faces-extradition-to-turkey-over-gulen-links/ ​

 

Six Turks arrested in Kosovo over Gulen links extradited to Turkey – Anadolu https://www.reuters.com/article/world/six-turks-arrested-in-kosovo-over-gulen-links-extradited-to-turkey-anadolu-idUSKBN1H5213/

 

Press Release: Enforced Disappearances of Educationist Orhan Inandim https://www.reuters.com/article/world/six-turks-arrested-in-kosovo-over-gulen-links-extradited-to-turkey-anadolu-idUSKBN1H5213/

Advocating for Justice in Education: Broken Chalk’s Global Commitment

Good afternoon, ladies and gentlemen,
My name is Jonathan Murphy, and I am here today on behalf of Broken Chalk. I am honoured to be asked to speak here in front of you, alongside so many capable experts committed to the cause of human rights. It feels that this commitment is being tested more and more every day in the current climate.
A little bit about us – Broken Chalk is an Amsterdam based NGO focused on human rights violations in the education sector. We are a relatively new organisation established in the aftermath of the worst of Covid in October of 2020. We are a broad tent of human rights advocates, researchers, lawyers, campaigners, and interns. We aim to advocate for those targeted or pushed aside by states and governments. We do this through engagement with international bodies, including the UN, to provide swift redress to those having their rights infringed. We also seek to shine a light on the status of human rights in education all over the world, from Armenia to Zambia. We have an army of interns and volunteers who research and produce detailed reports for international organisations, stakeholders, and governments. The comprehensiveness of these reports aims to shine a light on underdiscussed issues which prevail all over the world. We believe that through raising awareness we can compel states and international institutions to honour the basic human right to education.
We envision a world where every person, regardless of background or location, has safe access to quality education.
There was a time after the fall of the Berlin wall where an assumption about human rights prevailed – one that declared the end of history and the beginning of a global acceptance of free markets, free states, and free people – in that order. This assumption imagined a world where human rights would be inalienable from the individual. Unfortunately, reality has not complied. “Human rights” are often discussed with a distinct curl of the lip – particularly by far right and totalitarian regimes. Basic rights, including the right to education are being threatened all over the world.
At Broken Chalk, we regard the right to education as one of the most fundamental human rights. However, this right, like others, is under threat. The right to education is enshrined in innumerable covenants and conventions, not least the Universal Declaration of Human Rights. We believe that education allows for the flourishing of the individual and society. It lifts people out of poverty, it leads society out of ignorance, and it propels the world into a fairer and more hopeful future. There are no excuses for governments seeking to suppress its’ access. However, UNESCO reports that at least 244 million children and young people are still not receiving education for a host of social, cultural, and economic factors. We seek to provide a bulwark between government repression of this right and the students seeking to fulfil their potential.
We do this by documenting how different factors are eroding students’ rights to education and providing non-exhaustive recommendations.
I’d like to start by talking about how state repression can affect the right to education through the targeting of students.
For example, we have documented how in Turkey, students are being targeted under the guise of security from terrorism. In May 2024, 40 individuals were arrested – including 14 minors. From this coercion where minors were interrogated for up to 15 hours without the right to legal access, prosecutors charged 37 women, predominantly university students, with terrorism. These were active, outgoing, normal students who were identified using coercive interrogations and flimsy evidence. Their student apartments were framed as “operative cells” for the Gulen movement. Yet searches found nothing. No propaganda, no documents, no incriminating materials whatsoever. What they found was the typical student room – laptops, books, and personal devices. These university students have been accused of recruiting and indoctrinating youngsters under the guise of organising social activities – shopping, tutoring, even bowling. To say the least, this is not the type of recruitment that other international terrorist organisations have sought to implement in the overthrow of the government.
Evidence of the nefarious motives of these students include the use of modern messaging apps such as Whatsapp, Telegram, and Instagram. Authorities made 75 references to the use of these platforms as proof of suspicious activity. If this were the case, I suspect each and every person in this room would be under intense scrutiny. That is to say – the use of these platforms as proof highlights the arbitrariness of the evidence being used to support one of the most serious crimes in law. To quote from the Arrested Lawyers Initiative:
The right to use encrypted communication is protected under international human rights law. Article 19 of the ICCPR and the UDHR affirm the rights to freedom of expression and privacy, both of which are reinforced by encryption. The UN has emphasized that States must protect encryption, and any interference with these rights must meet strict criteria of legality, necessity, and proportionality. Criminalizing encrypted communication without meeting these standards violates the fundamental rights of privacy and free expression.
We at Broken Chalk publicised this case and recommended the following non-exhaustive list of next steps to be taken:
1. Advocate for legal and humanitarian assistance by encouraging NGOs to provide support for the affected persons. For example, providing counselling services, funding legal defence and monitoring the conditions for the detainees to see if they align with the international standards.
2. Promote awareness and mobilize support for the current issue, as well as encouraging campaigns that support human rights. Additionally, these could also compel the Turkish authorities to adhere to international standards.
3. Call for investigation by demanding the UN organs or different human rights organizations initiate an independent investigation into the alleged violations of human rights.
Secondly, I would like to highlight how gender discrimination has had a profound effect on the right to education:
The current Taliban Government of Afghanistan have waged war on girls’ education. Since the withdrawal of US troops, the Taliban have taken control of government and society. While some may have predicted that Human Rights would not be a priority for the new regime, the swiftness of the regimes’ dismantling of the right to education has taken many aback. According to the UN, Afghanistan’s Taliban government has “deliberately deprived” at least 1.4 million girls of their right to an education since coming to power. Girls are barred access to schooling above grade 6 (around 12 years old). Young women are not allowed to take entrance exams for universities in Afghanistan; so even those who have received an education before the ban are unable to pursue further education. Chillingly, reports coming from Afghanistan indicate that further restrictions include women showing their face or speaking outside of the home. Female teachers also face significant barriers in attaining professional credentials which has had a significant impact on the number of qualified teachers available in the country. This is exacerbated by the ban on female educators teaching classes for boys. The attack on women’s right to education is, predictably, also negatively affecting the boys. At Broken Chalk, we have indicated that these measures violate numerous treaties that Afghanistan have committed to in the past.
In the face of these reforms, Broken Chalk has recommended that the following steps may be taken to redress the balance towards the universal right to education:
1. Advocate for educational programs aimed at reducing illiteracy, especially for girls and women, by encouraging partnerships between international organizations such as the EU, UN Women, and UNESCO. One example is the initiative “Empowering women and adolescent girls in Afghanistan through literacy and skills development for sustainable livelihoods”. This project could be expanded or replicated to reach more women.
2. Promote the establishment of vocational training programs and community-based education for girls and women as an alternative to the ban on secondary and higher education imposed by the Taliban. This approach would help women achieve self-employment and financial independence. Organizations like UNESCO and UNICEF have already provided such training, benefiting over 55,000 young people and adolescents, with a significant majority being women and girls.
3. Advocate for the development of teacher training programs specifically targeted at women, enabling them to pursue careers in education. This could follow the model of the UNICEF Girls’ Access to Teacher Education (GATE) programme, which empowers women by providing them with the skills needed to become educators.
Finally, I’d like to discuss how broader discrimination can negatively affect the right to education.
Gender, of course, is not the only factor which governments take into account when deciding whose rights are repressed. The decision of where money is channelled also has a direct impact on who benefits within the education sector. For example, in Russia inclusive education has not been prioritised. Educators capable of providing specific assistance to student in need are scarce, undertrained, and lack the required educational and mythological material required to meaningfully assist disabled students. This leads to student, parent, and administrator frustration with disabled students often ending their education as soon as possible. However, this is far from solely a Russian problem – countries throughout the world are struggling to provide a comprehensive, inclusive education system.
Discrimination also occurs on theological and ideological grounds. In Iran, teachers must meet “moral, doctrinal, and political obligations”. These include commitment to the rules of Islam, belief and commitment to the Republic of Iran and the constitution, and no history of support for political parties which have been OR WILL BE proscribed, unless their REPENTENCE is proven. The implication on the right to education is clear. Teachers are not selected on their ability to provide a comprehensive, quality education – but through ideological purity. This effects students too. Areas mostly populated by Sunni or other minority religions students, instead of the majority Shia, face school and resource shortages. This is not a bug, it’s a feature. In a mixed methods analysis of the curriculum of the Islamic Republic, it was also found that ‘discriminatory attitudes’, mainly towards women and religious and ethnic minorities, are not ‘accidental or sporadic’. They are rather ‘continuous, consistent, and systematic’.
Finally, I’d like to discuss structural discrimination in regard to race in the education sector. I could point to a host of nations as an example of this type of discrimination, including some uncomfortably close to home. The USA, UK, France, and even the Netherlands have not fulfilled the promise of colour bind equal education opportunities. However, I’d like to discuss the formalised system of racial discrimination in Israel. Israeli schools are divided into four different tracks: state-secular, state-religious, independent religious, and Arab. We have documented the clear budget disparities between the Jewish and Arab schools – approximately a 30% deficit. Arab students have access to fewer classrooms, fewer libraries, fewer laboratories, and fewer qualified teachers than their Jewish counterparts. Yet Palestinian Arabs must learn more subjects as Hebrew is compulsory– leaving Arab students with a higher workload and fewer resources. We have also seen organised settler violence directed against schools in the West Bank – sometimes called Judea and Samaria. At Broken Chalk, we have documented how the Israeli Government have demolished EU funded schools in this area too – under the proviso of a lack of proper permitting and building regulations.
We stand against all forms of discrimination be it racial, ideological, theological or ableism. We call on these states to help fulfil the promise of students by building a more inclusive, more equal, and more empathetic education system. We believe that the only barrier to making these essential changes is political will.
To conclude
I have tried to give a snapshot of the challenges which young people face in various countries while simply trying to pursue their fundamental right to education. These are only some examples. Our own systems are far from perfect, and there are many others which are struggling with host of equally important issues ranging from educating in a war zone to indigenous rights. This was not a speech designed to demonise political states. Yet equally, when governments blindly ratify covenants and conventions to uphold various human rights to receive the plaudits, it is the duty of international organisations, states, NGOs, and civil society to hold them to account. The right to education is not a platitude, it is a promise to our youth that we will do all we can to ensure that their potential, their life, and their happiness will be fulfilled, regardless of who they are, where they’re from, or what they believe.

Thank you so much for your time and attention today.

Featured image by Photo by Lusma Trading on Unsplash

Sakharov Prize to award the Human Rights Defenders

Written by Irina Popova 

What is it? 

Every year since 1988, the European Union’s highest tribute to human rights the Sakharov Prize is awarded in Strasbourg. This honorary prize is dedicated to those who have devoted their lives to defending freedom of thought and fundamental human rights. It is granted to individuals, groups, and even organizations. The recipients of the Sakharov Prize are not always professional human rights advocates; they have included mothers, wives, dissidents, cartoonists, filmmakers, and long-serving prisoners of conscience. Through this award, their courage and commitment to justice are recognized and celebrated on a global stage.i

The Sakharov Prize was intended to be awarded annually to a study or work addressing one of the following areas: (i) the development of East-West relations in the light of the Helsinki Final Act15, (ii) protection of freedom of scientific inquiry, (iii) defense of human rights, (iv) government practices in the light of the letter of Constitutions. ii Along with the honor and recognition, the prize also includes a monetary award of 50,000 euros, for those those who have stood  for human justice. 

History: 

The award is named after Andrei Sakharov (1921–1989), a renowned Soviet physicist and Nobel Peace Prize laureate honored in 1975. Although he worked on the development of nuclear weapons for the Soviet Union, he became widely recognized for his commitment to political activism and the defense of human rights. iii 

In 1948, as a promising young physicist, he joined the Soviet Atomic Bomb Project. Patriotic Sakharov believed in the importance of breaking America’s monopoly on nuclear weapons. However, he soon learned about the devastating danger of the atomic bomb and the consequences of the nuclear arms race and tried to raise awareness about it. Andrei Sakharov became a political activist and a big critic of Soviet power. In 1967 he wrote a letter to Soviet authorities asking them to accept the US proposal to abandon their antimissile defenses, however, it was ignored by the Soviet leaders. For his efforts, Andrei Sakharov was awarded the Nobel Peace Prize in 1975 “for his struggle for human rights in the Soviet Union, for disarmament and cooperation between all nations.”  Even after receiving the prize, he continued to make statements to the West and criticize the Soviet system. The authorities were furious, about Sakharov’s political activity, and in 1980 he was arrested and exiled to Gorky city. iv He was kept under Soviet surveillance between 1980 and 1986. Even then he tried to keep up the contact with the West and continue his human rights work. Soon, after his release in 1987, European Parliament established the “Prize for the Freedom of Thought”. Lord Nicholas Bethell a deputy of the European Parliament asked Andrei Sakharov to allow his name to be used for the prize, which Sakharov accepted. v 

 

How is it Happening? 

Each year, nominations open in September, and each chosen candidate for the prize needs support from at least 40 Members of the European Parliament (MEPs). An MEP can only support one nominee. After nominations, committees on Foreign Affairs, Human Rights, and Development review and select three finalists for the prize. The winner is decided by the Conference of Presidents, which includes the Parliament’s President and leaders of political groups. After that, the winner is announced in October, and the award ceremony takes place in December in Strasbourg.vi 

 

Why is it important? Conclusion 

The Sakharov Prize highlights people who risk their lives and liberties to protect human rights and justice. Recognizing their efforts honors their bravery while also amplifying their voices on a worldwide scale. The prize offers moral and political support, encouraging honorees to continue their important work to help people. It reminds the world of the universal principles of liberty, equality, and human dignity. Inspired by Andrei Sakharov’s legacy, the prize is a powerful symbol of resistance to injustice and a call to protect human rights worldwide. 

Featured Photo by Elyssa DeDios on Unsplash

Missing Childhoods: Child Kidnapping in Nigeria

Written by Iasmina-Măriuca Stoian

“The statistics are disturbing; the reality is devastating. It has been 9 years since the horrendous abduction of the Chibok girls, yet the nightmare continues as children are still being kidnapped, forcibly recruited, killed and injured– their futures torn away,” said Cristian Munduate, UNICEF Representative in Nigeria.

Historical background

Situated on the West coast of Africa, Nigeria is a country with a rich history, that was also intertwined with its history as a British colony. Only after 1960, when it gained its independence, and it was declared a republic in 1963, Nigeria faced a difficult period of various dictatorships and political regimes that led to more political instability.

Additionally,  the country has faced issues such as cultural tensions, corruption and inequality. Recently, the numbers on child kidnappings have grown exponentially, particularly in conflict areas. These abductions not only have affected the families and the local communities but also have raised serious issues relating to the current administration and calls for urgent measures to be taken both at the national and international levels.

Despite the continuous efforts to address this issue, child kidnappings continue to remain one of the main challenges of the country, affecting not only the lives of children but also the country’s future. This article will look into the root causes that led to this serious issue, as well as the measures that were taken to combat the kidnappings and possible future measures to be taken by the government and international agents.

Understanding the issue

According to recent articles , more than 280 students were kidnapped from elementary schools in the northern region of the country, and seized by militants. This incident is reported to be bigger than the previous one[jc6] , also known as the Chibok girls abduction case. In 2014, Boko Haram, an Islamist jihadist group based in the northeastern region of Nigeria, abducted 276 girls from their dormitories, many of them still remaining missing to this day. This outrageous incident sparked international debate and led to the creation of the #BringBackOurGirls campaign on numerous social media platforms. The reality behind the abductions is even more horrific, leading to other crimes, such as rape, killing, and forced marriages.

Nine years after the Chibok girls incident, Amnesty International and UNICEF highlighted the lack of investigations by local authorities, abandonment of the cases and lack of action from the government. However, schools still are targets of abduction cases that are reported weekly, resulting in approximately 780 abducted children and 61 still held in captivity. [ii]Thus, international organizations are continuing to call for protection and justice for those children, as well as for measures to be taken by the Nigerian authorities.

This issue not only affects the lives of children and families, but it also associated with other issues in the country such as poverty, low rates of employment, political instability, and religious tensions. These challenges will be further discussed in the following paragraphs, explaining them in more detail.

Root causes

Poverty & unemployment

There is a strong link between poverty and unemployment and the issue of kidnapping in Nigeria. Recent rates indicate that almost 46% of Nigerians live in poverty, [iii] and this includes millions of youths who are unemployed and do not benefit from governmental help in any way.

Most of those children did not have access to education, finding their way of living on the streets, where they are most vulnerable. Kidnapping of children is used, besides for political bargains, also for economic gain (kidnapping for ransom), which seems to become more common as the economic gap between rich and poor families grows.

Religious & political factors

Religious differences and the constant tension between the Christian and Islamic citizens are also root causes of the kidnappings. The two religions have been in conflict for generations, thus leading to the abduction of numerous children who were secretly killed in the northern part of the country.

Boko Haram is an extremist terrorist group and their kidnappings are both religious and politically rooted, as declared by their leaders. They mostly target and abduct Christians, as well as people who do not recognize their ideology or political movement.

Methods and tactics of kidnappers

As methods, kidnapping of children can involve the use of offensive gadgets, weapons, specially designed technologies for tracking victims, as well as sensitive information about the targets in order to forcefully take them away from their families and instil fear in their minds. Moreover, kidnapping groups have an impressive organization strategy, in which they are structured on different teams, such as operation teams, guards, tax forces etc.

The reports show that most kidnappers carefully plan their abductions, calculating the costs and benefits of each action. Their preferences on targets vary between different factors that were previously mentioned, such as political, religious, and social backgrounds. This cost for each victim is calculated according to their Kidnap Ransom Value(KRV). In the context of child kidnapping, children from affluent families, with high social status, or from families that have bigger influence may have a higher KRV than others.

Impact on families and society

Child kidnapping can have a devastating effect on families and also on the community, instilling fear and anxiety. Apart from the evident trauma that is inflicted on the past victims, families are also affected. The emotional burden of not knowing the fate or the status of their relative who was abducted is a real trauma, that can cause stress, depression and anxiety in the long-term. Additionally, to the emotional impact, families can also be affected financially, having to face the costs of recovery, treatment or, in the cases of ransom kidnappings, the price they have to pay for having back their children.

On a larger scale, those abductions have also a long-term impact on the local communities. Kidnapped children, especially underaged girls, who can often be victims of other cruel acts, such as slavery, forced marriage and sexual molestation, have a higher impact on society. Thus, from affected families to a local community and later to the whole nation, this issue leads to insecurity, while insecurity leads to political tensions and instability.

Future challenges & solutions

Both present and past governments have tried so far to combat this issue of kidnapping children in Nigeria, through several measures. National and international bodies have collaborated and started several projects, to combat both terrorist threats by the Boko Haram group, and also the criminal activities associated with kidnapping. Other projects were designed to reduce poverty and to increase the quality and accessibility to education, in order to offer children an option and a chance not to end up living on the streets.

More effective solutions in combating this issue are to focus more and pay more attention to the root causes of kidnapping. This could include offering more employment opportunities for youth, investment projects in education, adoption of stricter and more protective laws and regulations and anti-kidnapping measures.

Conclusions

In conclusion, child kidnapping is a serious and complex issue that has different root causes, such as poverty, unemployment, religious and political tensions, and organized criminal group activities. The impact on families and society is enormous, leading to psychological and emotional long-term trauma. Thus, both international and national authorities should take urgent measures and also highlight the importance of international collaboration.

References

[i] See the articles from UNICEF titled “Devastating Reality: 9 Years After Chibok Abductions, Children in Northeast Nigeria Continue to Suffer the Brutal Consequences of Conflict”, and from CBS News “Witnesses in Nigeria say hundreds of children kidnapped in second mass-abduction in less than a week” for more details.

[ii] See the article from Amnesty International “Nigeria: Nine years after Chibok girls’ abducted, authorities failing to protect children”.

[iii] See Bello (2022) for more consideration.

 

 

Russia Strikes Again: The Devastation of Ukraine’s Largest Children’s Hospital 

Written by Uilson Jones 

For many people around the world, Monday mornings consist of a rush to their place of employment or attending classes at school, going about their day without the slightest disturbance – apart from the casual annoyance due to traffic delays and the like. For Ukrainians, Mondays (as well as every other day) begin and end in destruction, bloodshed and grief. 

On Monday July 8th, Russia launched a massive barrage of missiles against key points of civilian infrastructure in Kyiv and many other urban centres. Amongst these structures was Ukraine’s largest children’s hospital, Okhmatdyt. As a result of this vicious attack against Ukrainian children, a staggering 36 people were killed and another 140 injured, according to Andriy Yermak (BBC, 2024). These figures which are initial estimates, are expected to climb much higher given further investigation. The missiles struck surgical, oncological and toxicological departments, virtually levelling these intensive care units where children with cancer and other life-threatening illnesses were being treated (UNSC, 2024).  

The immediate aftermath on the scene was one right out of a horror movie – yet this was a brutal reality for Ukrainians on the ground. Hundreds of children with chronic illnesses, medical personnel, and staff were being rapidly evacuated from the shattered ruins of the building. Roads and highways in Kyiv were blocked up with waves of ambulances attempting to get on site in time to save as many lives as possible. A horror of unimaginable scale erupted as civilians on the scene, rescue teams, ambulances and fire brigades attempted to do everything in their power to lend their helping hand. 

What of the response of Russian officials around the globe? The course of action taken by Russian officials was to outright deny its involvement in the Monday attack, despite overwhelming evidence to the contrary. An unending tirade followed, pointing fingers at the West and Ukraine for the decimation of the children’s hospital. Russia’s Council President for July went so far as to state the following: “If this was a Russian strike, there would have been nothing left of the building and all the children would have been killed and not wounded” (UNSC, 2024).

Shamelessly covering up this hideous war crime, he chose to boast about the might of the Russian war machine – or whatever is left of it after struggling against the significantly smaller military might of Ukraine for two and a half years. A war that was supposed to last three days is rapidly approaching its third year as Ukrainians have been able to bog-down their opponent (Defense One, 2022). With slow and modest gain on the front lines, the consistent strikes on civilian infrastructure have been evident. Over the course of this time, the UN has verified 1,878 Russian attacks against various civilian infrastructure facilities, of which 249 (only in 2023) were directly attributed to Russian invaders (UNSC, 2024).  

Now, one must reasonably pose the following questions: How long will it take for some states to deny the visibly absurd statement that Russia is not targeting civilians? India’s Prime Minister Narendra Modi was on a visit in Moscow during that time, willingly praising Putin for his hospitality, whilst the Indian Embassy was located only a few hundred meters away from Russian-induced destruction. Furthermore, how can it be justified to have a party that initiate attack at the head of the Council, supposedly supporting universalist principles of world peace and human rights? The term ‘war criminals’ has been applied time and time again to the Russian military and its officials, in numerous and ongoing UN investigations regarding human rights concerns in Ukraine (UNHRC, 2024).

The Council is not the place for cheap and dirty politics. It is a place for upholding the necessary values of the international community, ones that are being violated every hour of every waking day by the so-called Russian Federation. How can one speak of ceasefires and peace deals with Russia, when the Russian military is so blatantly destroying every aspect of Ukrainian society, including the most vulnerable sections of its population – children with chronic illnesses? It is due to these indiscriminate strikes levied against civilian infrastructure, that the European Parliament has declared Russia to be a ‘state sponsor of terrorism’ (EP, 2022). 

These attacks by the Russian government will not cease on their own. Ukraine must be granted the full right to defend itself in any manner it so pleases. As it currently stands, Russia is using bases deep within its territory to carry out such acts. Ukraine has not yet received the permission to nip these in the bud to definitively safeguard its people (Politico, 2024). Furthermore, Ukraine requires urgent humanitarian and lethal aid to be able to cope with said attacks. This means modern medical and technical equipment, more air defence systems, shells, artillery systems and far more. In history, the world has learned the hard way of what happens when imperialistic states with totalitarian leaders are able to get away with widespread murder and occupation. One hopes that these mistakes will not be repeated, not only for the sake of Ukrainian children and the rest of its population, but also for the sake of the entirety of Europe.

These important decisions were of absolute necessity already in 2022. One can only agitate and hope for their implementation now and in the near future. Negotiation is impossible, when the opponent is so willing to decimate the most defenceless sections of Ukraine’s population. Without urgent aid, we will surely hear of many more such egregious events taking place. Immediate steps need to be taken in order to ensure the safety of children given the ongoing state of war, and stronger measures need to be put into place which can allow children to study, heal, rest and play in peace. 

References

  • Copp, T. (2022). ‘The convoy is stalled’: Logistics failures slow Russian advance, Pentagon says. Defense One. https://www.defenseone.com/threats/2022/03/convoy-stalled-logistics-failures-slow-russian-advance-pentagon-says/362666/. 
  • Corp, R, & Herrmannsen, K. (2024). Children’s hospital hit as Russian strikes kill dozens in Ukraine. BBC. https://www.bbc.com/news/articles/cl4y1pjk2dzo. 
  • European Parliament. (2022). European Parliament declares Russia to be a state sponsor of terrorism. https://www.europarl.europa.eu/news/en/press-room/20221118IPR55707/european-parliament-declares-russia-to-be-a-state-sponsor-of-terrorism.  
  • Melkozerova, V. (2024). Zelenskyy urges Biden to allow Ukraine to hit Russian airfields to stop Kremlin bombing campaign. Politico. https://www.politico.eu/article/volodymyr-zelenskyy-biden-putin-bomb-strikes-russia-bombing-ukraine-war-kremlin/ 
  • UNSC. (2024). Russian Federation’s Attack on Ukainian Children’s Hospital ‘Not Only a War Crime’ but ‘Far Beyond the Limits of Humanity’, Medical Director Tells Security Council. https://press.un.org/en/2024/sc15761.doc.htm. 
  • UNHRC. (2024). Independent International Commission of Inquiry on Ukraine. https://www.ohchr.org/en/hr-bodies/hrc/iicihr-ukraine/index.  
  • Cover Image via Official Website of Ukraine 

Education Monitor: Around The Globe between the 1st and 15th of July, 2024

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 1st and 15th of July, 2024. Broken Chalk aims with this letter to increase public awareness of  Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.

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

July-1st-till-July-15th-2024-Edition-1

To Download it as PDF: Follow this link.

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

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

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

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

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