Towards Global Justice: Advocating for a Moratorium on the Death Penalty

Presented by Sarah Kuipers, María Núnez Fontán and Ariel Ozdemir

In 2020, 37 states voted against at the UNGA res 75/183 on the use of the death penalty, one of which was North Korea (DPRK). i However, the DPRK has not yet abolished the death penalty and therefore remains a retentionist state. Due to its political nature and isolationist policies, the subsequent lack of access to the DPRK continues to prove a barrier to data collection on the implementation of the resolution and the abolition of the death penalty for NGOs and international bodies alike. However, eyewitness accounts of North Korean defectors provide vital information into the inner workings of the DPRK and the ongoing use of the death penalty. This report will outline relevant updates on the situation in the DPRK regarding the use of the death penalty, the implementation of resolution 75/183, and the impacts on human rights in the country.

According to some NGOs, there are not many reliable sources from the DPRK, which would provide transparent data on the death penalty. As mentioned by Amnesty International, the issue lies within the dependent media sources and lack of transparency in verification. v

While the DPRK maintains that they do not carry out public executions, credible information from defectors gathered by human rights organisations such as Amnesty International contradicts these statements. xii As of recent reports, the DPRK has continued to employ the death penalty as a means of enforcing its authoritarian rule. The death penalty is codified into North Korean law for various lethal and non-lethal crimes. For example, the Pyongyang Cultural Language Protection Act (enacted in January 2023) bans any language deemed to have foreign influence or exhibit linguistic similarities to South Korean language. xiii During and following the outbreak of the COVID-19 pandemic, North Korea has also enforced a ‘Shoot on Sight’ order at the border for anyone attempting to enter or leave the country. xiv While limitations on freedom of movement have been somewhat eased for select people within and outside North Korea, the majority of the country’s citizens continue to be banned from leaving, punishable by death as “treachery against the nation”. xv

In another case last year, 20 young athletes were reportedly sentenced to 3-5 years hard labour for using South Korean language and slang (while execution was also a possible legal punishment for their actions under the Pyongyang Cultural Language Protection Act) xxi . Executions have also been reportedly carried out for religious and superstitious activities, drugs, and the breaking of covid regulations. xxii Moreover, reports indicate that infanticide and forced abortion have been used, especially in cases of mothers who were political prisoners, people with disabilities, victims of sexual violence by government officials and prison guards, and defectors forcibly repatriated from the PRC.

However, the utilisation of the death penalty in North Korea represents a gross violation of fundamental human rights including the right to life. The process lacks the most basic standards of due process and fairness, violating the fundamental right to a fair trial. Trials are often conducted behind closed doors, with defendants denied access to legal representation and facing pressure to provide forced confessions. xxiii Furthermore, the arbitrary nature of the accusations and lack of transparency surrounding these executions raise serious concerns about the legitimacy of the judicial system in North Korea.


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References

i UN RESOLUTION FOR A UNIVERSAL MORATORIUM ON THE USE OF THE DEATH PENALTY ANALYSIS OF THE 2020 VOTE. (n.d.). Retrieved April 10, 2024, from https://old.ecpm.org/wp-content/uploads/flyer-moratoire-GB-2020-211220.pdf

v DEATH SENTENCES AND EXECUTIONS 2022 AMNESTY INTERNATIONAL GLOBAL REPORT (n.d.). Retrieved April 10, 2024, from https://www.amnesty.ch/de/themen/todesstrafe/dok/2023/todesstrafen-bericht-2022-hoechststand-seit-5-jahren/amnesty-report-death-sentences-and-executions-2022.pdf

xii Amnesty International (2021) Democratic People’s Republic of Korea (North Korea): Public Executions: Converging Testimonies. https://www.amnesty.org/en/wp-content/uploads/2021/06/asa240011997en.pdf

xiii Hassan, T. (2023) North Korea: Events of 2023. Human Rights Watch https://www.hrw.org/world-report/2024/country-chapters/north-korea

xiv Sifton, J. (2020) North Korea’s Unlawful ‘Shoot on Sight’ Orders: Lethal Force at Border Needs to Comply with Human Rights Law. Human Rights Watch. https://www.hrw.org/news/2020/10/28/north-koreas-unlawful-shoot-sight-orders
xv Hassan, T. (2023) North Korea: Events of 2023. Human Rights Watch https://www.hrw.org/world-report/2024/country-chapters/north-korea; Citizens’ Alliance for North Korean Human Rights (2009) The Criminal Law of the Democratic People’s Republic of Korea. https://www.hrnk.org/uploads/pdfs/The%20Criminal%20Law%20of%20the%20Democratic%20Republic%20of%20Korea_2009_%20(1).pdf

xxi Kim, J. (2023) North Korea Sentences 20 Young Athletes for ‘Speaking Like South Koreans’. Radio Free Asia. https://www.rfa.org/english/news/korea/athletes-04132023094854.html
xxii Reuters (2023) North Korea Executes People for Sharing S Korean Media: Report. Al Jazeera. https://www.aljazeera.com/news/2023/3/31/north-korea-executes-people-for-sharing-s-korean-media-report; Bremer, I. (2024) North Korea Has Executed Citizens for Violating COVID Rules: Report. NK News. https://www.nknews.org/2024/01/north-korea-has-executed-citizens-for-violating-covid-rules-report/

xxiii Amnesty International (2021) Democratic People’s Republic of Korea (North Korea): Public Executions: Converging Testimonies. https://www.amnesty.org/en/wp-content/uploads/2021/06/asa240011997en.pdf


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

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 1st and 15th of May, 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.

May-1st-till-15th-2024-Edition-2

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.

Special Rapporteur on Right to Development – Office of the High Commissioner for Human Rights

Presented by Merve Tiregul, Olimpia Guidi, Ruth Tesfay and Veronica Grazzi

The right to development for children refers to ensuring that children have access to the necessary conditions for their holistic growth and well-being, encompassing economic, social, political, and cultural dimensions. The planetary crisis, including the climate emergency, biodiversity collapse, and widespread pollution, poses an immediate danger to children’s rights worldwide. Nations have an obligation to address environmental harm and climate change due to the adverse effects of environmental degradation on the enjoyment of children’s rights. As the Convention on the Rights of the Child outlines, children’s rights extend to environmental protection, entitling children to a clean, healthy, and sustainable environment. i States should take measures to ensure that children are protected from foreseeable premature or unnatural death and threats to their lives and enjoy their right to life with dignity. Such measures include adopting and effectively implementing environmental standards, for example, those related to air and water quality, food safety, lead exposure and greenhouse gas emissions, and all other adequate and necessary environmental measures that protect children’s right to life. Moreover, children have the right to quality education that enables their intellectual, emotional, and social development. However, the right to education is particularly susceptible to the effects of environmental harm. ii This susceptibility can lead to school closures, interruptions in education, increased dropout rates, and damage to school facilities and recreational spaces.

One notable approach in Romania is the establishment of youth councils at the local level. These councils serve as platforms for young people to voice their opinions, propose initiatives, and engage in decision-making processes on issues affecting them and their communities. xiii Through these councils, young people have the opportunity to contribute actively to local governance and advocate for policies that address their needs and concerns. xiv Additionally, Romania has implemented educational programs to promote civic engagement and participatory citizenship among children and youth. xv

The prevalence of anti-Gypsyism, as highlighted in the ECRI’s 2019 Report on Romania, perpetuates bias and exacerbates social marginalisation, with Roma individuals enduring unjust labels and unfair associations with criminality. xix
The national Roma integration strategy addresses these challenges by prioritising education, employment, healthcare, and housing. Recognising Roma as an official ethnic minority, the strategy focuses on ensuring school attendance, especially for Roma girls, and ending school segregation. xx However, poverty rates among children remain high, with nearly 30% enduring poverty spanning three to four years. This issue is especially prominent in rural areas where one out of every two children lives in poverty. xxi Romania’s efforts to integrate Roma children into early childhood education and care and promote Roma entrepreneurship signify steps toward inclusion, yet persistent poverty highlights the need for sustained action and targeted policies.

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26A-Input_for_the_2024_reports_of_the_Special_Rapporteur_on_the_right_to_development

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References

i United Nations – Committee on the Rights of the Child. (2023). General comment No. 26 (2023) on children’s rights and the environment, with a special focus on climate change. https://www.ohchr.org/en/documents/general-comments-and-recommendations/crccgc26general-comment-no-26-2023-childrens-rights

ii ibid

xiii Stănuș, C., & Pop, D. (2021). Local State-Society Relations in Romania. Close Ties in European Local Governance: Linking Local State and Society, 319-335. Available at:https://link.springer.com/chapter/10.1007/978-3-030-44794-6_22
Ibid.
xv Alfirević, N., Arslanagić-Kalajdžić, M., & Lep, Ž. (2023). The role of higher education and civic involvement in converting young adults’ social responsibility to prosocial behaviour. Scientific Reports, 13(1), 2559. Available at:https://www.nature.com/articles/s41598-02329562-4

xix Council of Europe. (2019). ECRI Report on Romania (Fifth Monitoring Cycle). https://rm.coe.int/fifth-report-on-romania/168094c9e5


xx European Commission. (n.d.). Romania – Facts and figures. https://commission.europa.eu/strategy-and-policy/policies/justice-andfundamental-rights/combatting-discrimination/roma-eu/roma-equality-inclusion-and-participation-eucountry/romania_en#:~:text=National%20strategy%20for%20Roma%20integration,-
Romania’s%20top%20priorities&text=In%20Romania%2C%20the%20Roma%20are,and%20ending%20segregation%20in%20schools.

xxi The World Bank & UNICEF. (2017). Romania: Children in public care. https://www.unicef.org/romania/sites/unicef.org.romania/files/2019-04/Romania_Children_in_Public_Care_2014.pdf

Digital Technologies in Justice Administration: Human Rights Report to the General Assembly

Presented by Daphne Rein and Maria Samantha Orozco

In recent years, there has been an increase in the use of new technologies to administer justice in the Netherlands. To give a few examples of the digital technologies used, there has been an increase in legal applications, the creation of prediction tools for lawyers, such as judicial analytics, and an increase in legal help desks that offer free legal advice. i

In the Netherlands, the regulatory framework used is the General Data Protection Regulation (GDPR) and various data protection laws and regulations, which protect the sensible data of the general public. These laws and regulations have been adopted before the use of AI in the judicial system. But in the Netherlands, concerning Artificial Intelligence, the European Commission is helping the Dutch Authority for Digital Infrastructure to set up a national AI supervision system to supervise AI applications, which can be used for AI in the administration of justice vii , for example, with legal applications. In the future, this can help regulate the risks of using artificial intelligence in the judicial system.

The analysis concludes that deploying new technology to solve governance problems can be problematic because “technological systems reflect the embedded privileges of those who design them”. xiv

These incidents highlight the alarming risks faced by children from migrant communities, particularly those of African descent, due to the biased use of AI in the justice system. Innocent young men are disproportionately criminalised, derailing their aspirations for work or higher education. xxiii Furthermore, the child support tax debacle resulted in children from already disadvantaged families being denied equal access to education, perpetuating cycles of poverty and inequality.

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References

i Jan van Ettekoven, B & Prins, C. (2018). “Chapter 18: Data analysis, artificial intelligence and the judiciary system”. Research Handbook in Data Science and Law. (Cheltenham, UK: Edward Elgar Publishing). pp.425-447. https://doi.org/10.4337/9781788111300.00026

vii European Commission. (2023). Commission supports the Netherlands in setting up a national Artificial Intelligence supervision system through the Technical Support Instrument. Directorate-General for Structural Support. https://commission.europa.eu/news/commission-supports-netherlands-setting-national-artificial-intelligence-supervision-system-through-2023-10-05_en

xiv Land, M. & Aronson, J. (2020). “Human Rights and Technology: New Challenges for Justice and Accountability” (Annual Review of Law and Social Science, Vol. 16) p. 232

xxiii Amnesty International. (2020). Netherlands: We sense trouble: Automated discrimination and mass surveillance in predictive policing in the Netherlands. https://www.amnesty.org/en/documents/eur35/2971/2020/en/

Education Monitor: Around The Globe between the 16th and 30th of April, 2024

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 16th and 30th of April, 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.

April-16th-till-30th-2024-Edition

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.

Call for Submissions: UN Report of the Rapporteur on Violence on Women and Girls in Sport

Presented by Sara Rossomonte and Olimpia Guidi

Online violence, such as cyberbullying and harassment on social media, compounds these challenges, impacting mental health and well-being. viii

Violence against women in sport settings breaches several human rights of women. Under the Convention on the Elimination Of All Forms of Discrimination Against Women, women have the right to protection of health and safety in working conditions xii, together with the commitment of the State to take all appropriate measures to ensure the elimination of discrimination of women by any person, organization or enterprise. xiii

Despite significant progress in encouraging girls and women to participate in sports, the sports landscape continues to be predominantly male-dominated, especially in leadership roles. This prevailing culture, along with a lack of transparency and a prioritization of the integrity and profitability of sports over individual well-being, has created an environment conducive to violence against women and girls. xvi

Women and individuals facing additional forms of disadvantage, such as racial or ethnic background, ability, gender identity, sexual orientation, and/or socioeconomic status, are at particularly heightened risk of abuse. Violence against women and girls in sports stems from various factors, including power imbalances, the endorsement of abusive methods under a “no pain, no gain” philosophy, the normalization of damaging gender stereotypes, the pervasive male-dominated culture within the sports industry, and inadequate governance of sporting institutions that allows power dynamics to solidify. xxvi

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32A-Call-for-Inputs-to-the-Report_of_the_Special_Rapporteur_on_Violence_Against_Women_and_Girls_in_Sport

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References

1 Kavanagh, E., Litchfield, C., & Osborne, J. (2019). Sporting women and social media: Sexualization, misogyny, and gender-based violence in online spaces. International Journal of Sport Communication, 12(4), 552-572. Available at:https://journals.humankinetics.com/view/journals/ijsc/12/4/article-p552.xml

12 CEDAW, Article 11 (f).

13 CEDAW, Article 2 (e).

16 UNESCO & UN Women, (2023), Tackling Violence Against Women and Girls in Sport- A Handbook for Policy Makers and Sports Practitioners, 11-12. Available at: https://www.unwomen.org/sites/default/files/2023-07/3343_unwomen_unesco_vawg_handbook_6a_singlepage.pdf.

21 UNESCO & UN Women, (2023), Tackling Violence Against Women and Girls in Sport- A Handbook for Policy Makers and Sports Practitioners, 35. Available at: https://www.unwomen.org/sites/default/files/2023-07/3343_unwomen_unesco_vawg_handbook_6a_sing

Addressing the situation of women’s rights in Cambodia

Presented by Ioana-Sorina Alexa and Olimpia Guidi

Education emerges as a crucial factor in addressing this disparity. The Cambodian Women’s Leadership Institute, established in 2009, offers training programs to enhance women’s leadership skills and political knowledge . viii

However, progress is slow due to various barriers. Socio-cultural norms and patriarchal attitudes often discourage women from entering politics . Limited access to education, particularly in rural areas where gender disparities in literacy rates persist, further impedes women’s political engagement . xi

In Cambodia, women’s involvement in activities promoting and protecting human rights is notable, with numerous grassroots initiatives led by women making significant impacts. One such example is the Cambodian Women’s Crisis Center (CWCC), which has been at the forefront of advocating for women’s rights and combating gender-based violence since its establishment in 1997. xxx

Cambodia ranks 41st out of 146 countries for women’s ownership or management of small and medium-sized enterprises (SMEs), indicating a relatively high rate of female participation in entrepreneurship compared to other nations. xxxv

One such measure is the establishment of gender-sensitive legal frameworks and policies that prioritize women’s rights and address gender-based discrimination . For example, the Law on the Prevention of Domestic Violence and Protection of Victims, enacted in 2005, provides legal protections for survivors of domestic violence and mandates the establishment of shelters and support services. xlv

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References

viii Chea, P. (2021). Underrepresentation of Cambodian Women in Politics and Leadership Roles. Available at: https://scholarworks.seattleu.edu/alfie-conferences/2021junior/presentations/4/

xi Johnston, M., Kelly, R.C., Eichler, R. (2023). Brazil’s Economy: GDP vs. GDP per capita.

Available at: https://www.investopedia.com/articles/investing/050815/fundamentals-how-brazil-makes-its-money.asp

Tuy, S. (2019). Discrimination against women in accessing higher education in Cambodia. JSEAHR, 3, 101. Available at: https://heinonline.org/HOL/LandingPage?handle=hein.journals/jseahr3&div=11&id=&page=

xxx Weaner, J. (2008). The Cambodian Women’s Crisis Center: safety, shelter, training… and then. McMaster School For Advancing Humanity, 7, 7. Available at: https://copyright.defiance.edu/mcmaster/documents/journal-2008-16-womens-crisis-center.pdf

Available at: https://www.ingentaconnect.com/content/cuny/cp/2013/00000046/00000001/art00004

xxxv The Phnom Penh Post (2023). Cambodia advances women’s roles, aims for 2030, 2050 goals Retrieved from: https://www.phnompenhpost.com/national/cambodia-advances-women-s-roles-aims-for-2030-2050-goals

xlv Brickell, K. (2016). Gendered violences and rule of/by law in Cambodia. Dialogues in Human Geography, 6(2), 182-185. Available at:https://journals.sagepub.com/doi/full/10.1177/2043820616655017

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

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 1st and 15th of April, 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.

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

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.

Addressing poverty in a post-growth era and preparing for future Development Goals

Presented by Olimpia Guidi

Brazil’s departure from sole reliance on GDP is a testament to its commitment to capturing a more comprehensive understanding of societal advancement. i

Brazil’s departure from sole reliance on GDP is a testament to its commitment to capturing a more comprehensive understanding of societal advancement. iii Brazil’s commitment to inclusive economic growth is exemplified through a multi-pronged approach. The cornerstone of these efforts is the implementation of social programs, with Bolsa Família standing out as a pivotal initiative. xiv

In addition to direct financial assistance, Brazil employs a progressive tax system to ensure that the burden of public finances is proportionally distributed. xvii

Brazil’s vast geographical expanse presents both opportunities and challenges. Regional disparities in development, compounded by infrastructural challenges, demand targeted policies to address specific needs. xxiv

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Submission-to-HRC56-report-1

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References

i Johnston, M., Kelly, R.C., Eichler, R. (2023). Brazil’s Economy: GDP vs. GDP per capita.

Available at: https://www.investopedia.com/articles/investing/050815/fundamentals-how-brazil-makes-its-money.asp

iii Instrumentos Internacionales de Derechos Humanos

https://docstore.ohchr.org/SelfServices/FilesHandler.ashx?enc=FhOD6sgqgzAhFXD9F%2FeKaFMm83LbFY75RhkIFGrig%2B5tjJs7gNQ6DJ5nZWpXZd3j3%2FbzfHokh%2FYie0vOljuL1pqVaADOcumbEqxBg%2BM1XfxZlOSr%2BlGopYZdvLKsURIX

xiv Sugiyama, N. B., & Hunter, W. (2013). Whither clientelism? Good governance and Brazil’s Bolsa Família program. Comparative Politics, 46(1), 43-62.

Available at: https://www.ingentaconnect.com/content/cuny/cp/2013/00000046/00000001/art00004

xvii Immervoll, H., Levy, H., Nogueira, J. R., O’Donoghue, C., & de Siqueira, R. B. (2006). The impact of Brazil’s tax-benefit system on inequality and poverty.

Available at: https://www.scielo.br/j/rep/a/XHRzZh33LNS9rYJBXd5wRPC/

xxiv Griesse, M. A. (2007). The geographic, political, and economic context for corporate social responsibility in Brazil. Journal of business ethics, 73, 21-37.

Available at: https://link.springer.com/article/10.1007/s10551-006-9194-2

Education Monitor: Around The Globe between the 16th and 31st of March, 2024

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 16th and 31st of March, 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.

March-16th-till-March-31st-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.