Educational Challenges in Saudi Arabia – Arabic Translation

التحديات التعليمية في المملكة العربية السعودية

 

بقلم ماتيلدا ريبيتي

ترجمة رويفة الريامية

أهمية التعليم

لكل فرد الحق في التعليم، إذ يُعد حجر الزاوية في تقدم البشرية. كان الإغريق القدماء، الذين ابتكروا مفهوم “الپايديا” (Paideia)، وهو التكوين الشامل للشاب (pais)، والرومان الذين ترجموا هذا المفهوم لاحقًا إلى “الإنسانية” (humanitas)، على دراية بالفعل بأهمية التعليم. في الواقع، أوضح شيشرون نفسه مضمون هذا المفهوم الأخير من خلال الربط الأساسي بين الشغف بالمعرفة والارتقاء بالطبيعة البشرية (Nybakken, O. E., 1939).

على مر العصور، شهد الحق في التعليم عددًا من التغيرات قبل أن يصل إلى صيغته الحالية في المادة 26 من الإعلان العالمي لحقوق الإنسان. وقد اعترفت المجتمعات الحديثة الآن بطبيعته العالمية والمتاحة والإلزامية، على الأقل في مراحله الأولى، وهو ما يعد ذا أهمية أساسية عند وضعه في سياق الثقافة المعاصرة. 

نبذة عن تاريخ النظام التعليمي في السعودية

Saudi students study in the Prince Salman Library at the King Saud University in Riyadh. Photo by Tribes of the World.

أدركت المملكة العربية السعودية، كما ورد في خطة النمو “رؤية السعودية 2030″، أهمية التعليم، وتصدرت دول منطقة الشرق الأوسط وشمال أفريقيا في هذا المجال.

لفهم هذه الخطة الابتكارية، من الضروري استعراض أبرز ملامح الخلفية التاريخية والسياسية. ترتكز الهوية السعودية على ثلاثة عناصر رئيسية: الإسلام، القبلية، وتجارة النفط (Ochsenwald, W. L., 2019). وبالنسبة للتعليم، فإن العنصر الديني هو الأكثر أهمية. فالمملكة العربية السعودية دولة ثيوقراطية سنية إسلامية، ولا يُمكن الحصول على الجنسية السعودية إلا لمن يعتنق الدين الإسلامي (وكالة وزارة الداخلية للأحوال المدنية، 1954).

الداعم الأكبر للعلاقة الوثيقة بين الدين والدولة هو النظام التعليمي، الذي تم تنظيمه منذ القرن السابع عبر مؤسسات مختلفة مرتبطة بالمجال الديني. من أبرز الأمثلة على ذلك “الكتاتيب”، وهي مدارس ابتدائية يُعلّم فيها الشباب السعوديون مبادئ القرآن الكريم (Esposito, John L., ed., 2003). وعلى مر القرون، وخصوصًا تحت الحكم العثماني، خضعت المدارس وأساليب التعليم للعديد من التغيرات، والتي بلغت ذروتها أخيرًا في العصور الحديثة إلى مركزية شاملة للنظام التعليمي، بإشراف المديرية الحكومية للتعليم (Rugh, W. A., 2002).

عائدات تجارة النفط لعبت دورًا أساسيًا في تمويل المشاريع التعليمية الحكومية. خاصة في أواخر السبعينيات، حيث قادت الدولة سلسلة من خطط التنمية التي أسفرت عن زيادة هائلة في نسبة الالتحاق بالمدارس بنسبة 192% في المرحلة الابتدائية، 375% في المرحلة المتوسطة، و712% في المرحلة الثانوية (Anon, 2020).

حاليًا، وفي إطار رؤية السعودية 2030، يشهد قطاع التعليم موجة جديدة من الاستثمارات تهدف إلى تزويد الطلاب السعوديين بالأدوات اللازمة لمواجهة “وظائف المستقبل” (Vision 2030, 2022). فعلى أرض الواقع، أدت النفقات العامة الكبيرة (17.5% من إجمالي 1.1 تريليون ريال سعودي في عام 2019) إلى بناء 719 مدرسة جديدة وبرنامج كبير لإعادة تدريب موظفي المدارس (تقرير ميزانية السعودية، 2018).

وقد بلغت عملية التحديث ذروتها في إنشاء نظام تعليمي واسع يتكون من شبكة من مراكز التعليم العامة مفصولة حسب الجنس ومقسمة إلى ثلاث مستويات أساسية: الابتدائية (ست سنوات)، المتوسطة (ثلاث سنوات)، والثانوية (ثلاث سنوات) (Barry, A., 2019).

اتاحة التعليم

من حيث اتاحة التعليم، يمكن القول إن النظام التعليمي في السعودية متقدم إلى حد كبير. بالنظر إلى المناطق الثلاث ذات أدنى مؤشر تنمية بشرية في البلاد (0.855 HDI)، وهي جنوب نجران، عسير، وجازان، يلاحظ أن نسبة المدارس إلى عدد السكان أكثر ملاءمة مقارنة بمنطقة الرياض الأكثر ازدهارًا في المملكة (Subnational HDI, 2023).

في الواقع، بينما تحتوي المحافظات الجنوبية على مدرسة لكل 600 مواطن تقريبًا، فإن العاصمة المكتظة بالسكان، على الرغم من أنها تضم 38.9% من المؤسسات التعليمية في السعودية، تسجل نسبة مدرسة واحدة لكل 1392 مواطنًا (تقرير التعليم في السعودية، 2021).

عامل آخر محدد لإمكانية الوصول هو القدرة على تحمل التكاليف؛ المدارس الحكومية مجانية لجميع السكان. ومع ذلك، فإن وجود العديد من المدارس الدولية الخاصة وسمعتها الرفيعة قد يؤدي إلى تقويض المساواة في الحصول على أفضل تعليم بسبب التمييز الاقتصادي (Anon, 2020). ومع ذلك، يُشار إلى أن النظام العام، بفضل مركزيته المذكورة أعلاه، هو الأكثر ترددًا من قِبل السكان، وبالتالي يُعد هذا مشكلة طفيفة (تقرير التعليم في السعودية، 2021).

بشكل عام، يمكن القول إن النظام التعليمي في السعودية يتمتع بقدر جيد من إمكانية الوصول، كما يتضح من نمو عدد الطلاب بأكثر من 6 نقاط مئوية في أربع سنوات فقط (تقرير التعليم في السعودية، 2021).

طلاب الأسر ذات الدخل المحدود

ومع ذلك، لا تعني العدالة الشكلية بالضرورة العدالة الفعلية؛ فعلى الرغم من أن النظام التعليمي يبدو متاحًا لجميع المواطنين من مختلف الفئات الاقتصادية، تشير الدراسات إلى أن الطلاب من الأسر ذات الدخل المحدود لا يتمتعون بنفس الامتيازات.

تشير البيانات إلى أن نسبة الطلاب دون سن الخامسة عشرة الذين يأتون من خلفيات اقتصادية ضعيفة والذين أعادوا سنة دراسية تبلغ 24.2%، مقارنة بمتوسط 20.3% في دول منظمة التعاون الاقتصادي والتنمية (OECD).

وعلى النقيض من ذلك، بلغت نسبة الطلاب من الفئات الاقتصادية الميسورة الذين اضطروا لإعادة سنة دراسية 3.3% فقط، مقارنة بـ 5.0% في دول منظمة التعاون الاقتصادي والتنمية. هذه البيانات تسلط الضوء على مدى الفجوة الكبيرة في فرص التعليم في السعودية، حيث تفصل 20.9 نقطة مئوية بين الطلاب المحرومين والطلاب الميسورين، مقارنة بمتوسط 15.3% في دول منظمة التعاون الاقتصادي والتنمية.

تشير مؤشرات أخرى ذات صلة إلى نسبة الطلاب إلى المعلمين في المدارس التي تضم طلابًا من خلفيات اجتماعية واقتصادية ضعيفة أو قوية. هنا أيضًا، تُقاس معدلات التفاوت بشكل مقلق عند مقارنتها بمتوسط منظمة التعاون الاقتصادي والتنمية، مما يُفسر الأداء الضعيف للطلاب المحرومين في كل من الرياضيات والعلوم الإنسانية (Education GPS، 2018).

في ضوء ما سبق، من الواضح أن المملكة لا تزال بحاجة إلى اتخاذ العديد من الخطوات لتحقيق المساواة التعليمية الكاملة، حتى يتمكن كل فرد من الاستمتاع الكامل بحقه في التعليم.

تعليم المرأة

ميزة أخرى يجب أخذها في الاعتبار هي الفصل بين الجنسين، والذي ليس عائقًا بحد ذاته أمام الاستفادة من الخدمات التعليمية، ولكنه قد يكون في بعض الحالات ذريعة لتقديم تعليم أقل جودة لجنس معين، وغالبًا ما يكون الجنس الأنثوي. ومع ذلك، فإن البيانات تعكس واقعًا مختلفًا: في المملكة العربية السعودية، تتبع الطالبات نفس المناهج الدراسية ويتم اختبارهن في نفس المجالات، ويتفوقن على الطلاب الذكور في جميع المجالات التي تم فحصها، بما في ذلك الرياضيات والعلوم والمواد الدراسية الأخرى (Abdourahmane، B، 2021).

يبدو أن هذه النتائج تدعم الفرضية القائلة بأن الفصل بين الذكور والإناث، وخاصة في منطقة الشرق الأوسط وشمال إفريقيا، يسمح للطالبات بالتعبير عن قدراتهن الفكرية بحرية أكبر دون ضغوط اجتماعية مرتبطة بالعلاقة بين الجنسين (Eisenkopf, Hessami, Fischbacher, & Ursprung, 2015).

مثال على ذلك هو اختيار المواد الدراسية؛ إذ وُجد أن الطالبات في المدارس الخاصة بالإناث يشعرن بارتياح أكبر عند اختيار مواد العلوم، حتى وإن كانت تُعتبر عادة “مواضيع خاصة بالذكور” (Sanford, K., & Blair, H., 2013).

في ضوء ذلك، يمكن استنتاج أن نظام الفصل بين الجنسين لا يشكل عائقًا أمام تعليم الشابات السعوديات، بل على العكس من ذلك، يسهم في تعزيز فرصهن التعليمية.

علاوة على ذلك، يتم الإبلاغ عن معدلات الالتحاق في المؤسسات التعليمية الابتدائية والثانوية على أنها متشابهة تقريبًا بين الرجال والنساء (Abdourahmane، B، 2021)، وفي عام 2018، كانت نسبة 66% من خريجي العلوم الطبيعية والرياضيات والإحصاء من النساء (OECD، 2019).

ومع ذلك، فإن القضية الحقيقية بالنسبة للمرأة السعودية تظهر بمجرد إتمام دراستها. معدل البطالة بين النساء يبلغ 21.5%، مقارنة بـ 3.5% بين الرجال (بيانات البنك الدولي، 2013). وفقًا لما أوردته منظمة التعاون الاقتصادي والتنمية، لا تزال النساء أقل احتمالًا للعمل على الرغم من تحسين المساواة بين الجنسين في مستويات التعليم العالي، وذلك بسبب “العقبات التنظيمية في مجتمع محافظ”، إلى جانب التمييز المستمر ضد النساء والنظام التعليمي الموجه حسب الجنس (Alfarran، A.، Pyke، J.، & Stanton، P.، 2018). وعلى الرغم من أن النظام التعليمي لا يمنع النساء من الحصول على تعليم كافٍ، إلا أنه يحد جزئيًا من قدرتهن على استخدام المعرفة التي اكتسبنها في سوق العمل. في هذا السياق، ينبغي قراءة بيانات إمكانية الوصول إلى النظام التعليمي للنساء جنبًا إلى جنب مع بيانات سوق العمل، للحصول على صورة أكثر اكتمالًا لنقاطه الحرجة.

Saudi Ambassador Visits His Children at ASIS. Photo by Lwi932.

الجودة

تؤدي هذه النواقص إلى نتائج أكاديمية أقل نسبياً مقارنة بمؤشرات منظمة التعاون الاقتصادي والتنمية. فقد سجل الطلاب السعوديون متوسطًا أقل بمقدار 100 نقطة من نظرائهم في دول المنظمة في اختبارات القراءة والرياضيات والعلوم. ومع ذلك، تشير تقارير برنامج التقييم الدولي للطلاب (PISA) إلى أن المتوسط لدول منظمة التعاون الاقتصادي والتنمية يصل إلى 500، مع قيم تتراوح بين 400 و600. لذلك، يمكن القول إن المملكة العربية السعودية تقع ضمن نطاق جيد من الإنجازات.

استنادًا إلى ما سبق، يمكن الاستنتاج بأن النظام السعودي، على الرغم من عدم خلوه من القضايا الحرجة، يتمتع بجودة عامة كافية تؤدي إلى تحضير أكاديمي وثقافي جيد للطلاب.

في الختام، واجهت المملكة العربية السعودية العديد من التحديات في قطاع التعليم في العقود الأخيرة. ومع ذلك، أظهرت الحكومة التزامًا ثابتًا بتحسين جودة التعليم وتوفير الفرص التعليمية لمواطنيها. إن توسيع المدارس العامة وتأسيس جامعات جديدة هي بعض من الخطوات الإيجابية التي اتخذتها البلاد. على الرغم من ذلك، لا تزال هناك بعض القضايا التي تحتاج إلى حل، مثل عدم المساواة بين الجنسين والحاجة إلى تطوير نظام تعليمي أكثر عدلاً من حيث الفرص الاقتصادية. لذلك، من الضروري أن تعطي السلطات الحكومية أولوية قصوى لهذه القضية: التعليم هو حق إنساني أساسي، وفقط من خلال التعليم الجيد والشامل والعادل ستتمكن المجتمع السعودي من التقدم والازدهار.

 

المراجع

इरिट्रिया में शैक्षिक चुनौतियांः ऐतिहासिक संदर्भ और वर्तमान मुद्दों को नेविगेट करना

जोसेफ कामंगा द्वारा लिखित

शिक्षा व्यक्तियों और समाज के भविष्य को आकार देने में महत्वपूर्ण भूमिका निभाती है। एक जटिल इतिहास और प्रगति की प्रबल इच्छा वाले देश इरिट्रिया के मामले में, शैक्षिक परिदृश्य अतीत से विरासत में मिली चुनौतियों और इसकी शिक्षा प्रणाली द्वारा सामना किए जाने वाले समकालीन मुद्दों दोनों को दर्शाता है। ऐतिहासिक संदर्भ और वर्तमान चुनौतियों का परीक्षण करके, हम उन बाधाओं की व्यापक समझ प्राप्त करते हैं जिन्हें इरिट्रिया को अपनी आबादी के लिए न्यायसंगत और गुणवत्तापूर्ण शिक्षा सुनिश्चित करने के लिए दूर करना चाहिए।

बच्चे कक्षा में जाने का इंतजार कर रहे हैं। मेरहावी147 द्वारा फोटो

ऐतिहासिक पृष्ठभूमि

इरिट्रिया की शिक्षा प्रणाली समय के साथ विकसित हुई है, जो इसके औपनिवेशिक इतिहास और स्वतंत्रता के लिए संघर्ष से गहराई से प्रभावित है। 19वीं सदी के अंत और 20वीं सदी की शुरुआत में इतालवी औपनिवेशिक शासन के तहत, शिक्षा कुछ विशेषाधिकार प्राप्त लोगों तक ही सीमित थी, जिसका मुख्य उद्देश्य औपनिवेशिक प्रशासन के हितों की सेवा करना था। इस दृष्टिकोण ने एरिट्रिया के अधिकांश लोगों को गुणवत्तापूर्ण शिक्षा तक पहुँच से बाहर कर दिया, जिससे असमानताएँ बनी रहीं।

द्वितीय विश्व युद्ध के बाद, इरिट्रिया ब्रिटिश प्रशासन के अधीन आ गया और बाद में 1952 में इथियोपिया के साथ संघबद्ध हो गया। इस अवधि के दौरान, शिक्षा के अवसर सीमित रहे और व्यापक आबादी के लिए काफी हद तक दुर्गम रहे। हालाँकि, इरिट्रियन पीपुल्स लिबरेशन फ्रंट (ई. पी. एल. एफ.) के नेतृत्व में स्वतंत्रता के लिए सशस्त्र संघर्ष ने महत्वपूर्ण बदलाव लाए। ई. पी. एल. एफ. ने भूमिगत स्कूलों की स्थापना की, जिन्हें “माहोट” के नाम से जाना जाता है, जो इरिट्रिया की पहचान, संस्कृति और भाषा के संरक्षण पर केंद्रित थे। इस आंदोलन ने एक अधिक समावेशी और सांस्कृतिक रूप से प्रासंगिक शिक्षा प्रणाली की नींव रखी।

मौजूदा चुनौतियां

शिक्षा के लिए असमान पहुंच

इरिट्रिया में सबसे अधिक दबाव वाली चुनौतियों में से एक शिक्षा तक असमान पहुंच है। भौगोलिक कारक विशेष रूप से दूरदराज के और ग्रामीण क्षेत्रों में महत्वपूर्ण बाधाएं पैदा करते हैं। सीमित बुनियादी ढांचा और परिवहन स्कूलों की स्थापना और रखरखाव में बाधा डालते हैं, जिससे बच्चों के लिए शिक्षा प्राप्त करना मुश्किल हो जाता है। उदाहरण के लिए, देश के पश्चिमी भाग में स्थित गश बरका क्षेत्र में, स्कूलों की कमी और छात्रों को स्कूल जाने के लिए लंबी दूरी की यात्रा करनी पड़ती है, जो कई बच्चों को नियमित रूप से कक्षाओं में जाने से रोकती है। इसी तरह, दक्षिणी क्षेत्र में, खानाबदोश समुदायों के बच्चों को उनकी अस्थायी जीवन शैली और उनके प्रवासी मार्गों में शैक्षिक सुविधाओं के अभाव के कारण औपचारिक शिक्षा प्राप्त करने में कठिनाइयों का सामना करना पड़ता है।

आर्थिक बाधाएं और किफायती

आर्थिक कारक शिक्षा प्रणाली में चुनौतियों को और बढ़ा देते हैं। गरीबी, विशेष रूप से ग्रामीण क्षेत्रों में प्रचलित, परिवारों के लिए वर्दी, किताबें और परिवहन लागत जैसे स्कूल से संबंधित खर्चों को वहन करना चुनौतीपूर्ण बनाता है। वित्तीय बोझ शिक्षा तक पहुंच को प्रतिबंधित करता है, कमजोर आबादी को असमान रूप से प्रभावित करता है और गरीबी और असमानता के चक्र को बनाए रखता है। उदाहरण के लिए, अंसेबा क्षेत्र में, गरीब परिवार आवश्यक शैक्षिक खर्चों को पूरा करने के लिए संघर्ष करते हैं, जिससे कम आय वाले पृष्ठभूमि के बच्चों में स्कूल छोड़ने की दर अधिक हो जाती है। इसी तरह, असमारा जैसे शहरी क्षेत्रों में, उच्च जीवन लागत परिवारों के लिए शिक्षा के लिए पर्याप्त संसाधन आवंटित करना मुश्किल बनाती है, जिससे गुणवत्तापूर्ण स्कूली शिक्षा तक पहुंच बाधित होती है।

लैंगिक असमानताएँ

इरिट्रिया को शिक्षा तक पहुंच में लैंगिक असमानताओं का सामना करना पड़ता है। गहरे जड़ वाले सांस्कृतिक मानदंड और अपेक्षाएं अक्सर लड़कियों की तुलना में लड़कों की शिक्षा को प्राथमिकता देती हैं, जिससे लड़कियों के लिए नामांकन दर कम हो जाती है। जल्दी शादी और घरेलू जिम्मेदारियां लड़कियों के शैक्षिक अवसरों को सीमित करती हैं। कुछ क्षेत्रों में प्रारंभिक विवाह प्रचलित है, जैसे कि देबब क्षेत्र, और लड़कियों को अक्सर कम उम्र में स्कूल छोड़ने के लिए मजबूर किया जाता है, जिससे उनकी शैक्षिक उन्नति में बाधा आती है। इसके अलावा, पारंपरिक लिंग भूमिकाओं की सामाजिक धारणाएं लड़कियों के सीमित शैक्षिक और कैरियर के अवसरों में योगदान करती हैं, उनकी पूरी क्षमता को बाधित करती हैं और शिक्षा में लैंगिक समानता प्राप्त करने के प्रयासों को कमजोर करती हैं।

अस्मारा में कैथोलिक कैथेड्रल का मठ एक बड़े स्कूल की मेजबानी करता है। डेविड स्टेनली द्वारा फोटो
शिक्षा की गुणवत्ता

 इरिट्रिया में शिक्षा की गुणवत्ता एक महत्वपूर्ण चिंता का विषय है। योग्य शिक्षकों की अपर्याप्त संख्या, विशेष रूप से ग्रामीण क्षेत्रों में, अपर्याप्त सीखने के अनुभवों में योगदान करती है। शिक्षकों के व्यावसायिक विकास के अवसरों की कमी गुणवत्तापूर्ण निर्देश देने की उनकी क्षमता को और बाधित करती है। पाठ्यपुस्तकों, शिक्षण सामग्री और उचित बुनियादी ढांचे जैसे आवश्यक संसाधनों की अनुपस्थिति भी समग्र शिक्षण वातावरण को प्रभावित करती है। उदाहरण के लिए, मैकेल क्षेत्र में, भीड़भाड़ वाली कक्षाएं और प्रशिक्षित शिक्षकों की कमी शिक्षा की गुणवत्ता से समझौता करती है और छात्रों के सीखने के परिणामों में बाधा डालती है।

उच्च शिक्षा तक सीमित पहुंच

इरिट्रिया में उच्च शिक्षा तक पहुंच सीमित है। विश्वविद्यालयों की कमी और अत्यधिक प्रतिस्पर्धी प्रवेश प्रक्रियाएँ उन छात्रों की संख्या को सीमित करती हैं जो तृतीयक शिक्षा प्राप्त कर सकते हैं। यह सीमा एक कुशल कार्यबल के विकास को बाधित करती है और ज्ञान-आधारित अर्थव्यवस्था की दिशा में देश की प्रगति को बाधित करती है। उदाहरण के लिए, मध्य क्षेत्र में, जहां राजधानी शहर अस्मारा स्थित है, विश्वविद्यालयों में कुछ उपलब्ध स्थान उच्च शिक्षा की मांग करने वाले योग्य छात्रों की बढ़ती संख्या को समायोजित नहीं कर सकते हैं, जिससे तृतीयक शिक्षा के अवसरों की मांग और आपूर्ति के बीच एक महत्वपूर्ण अंतर पैदा हो जाता है।

निष्कर्ष

इरिट्रिया में शैक्षिक चुनौतियां ऐतिहासिक कारकों में गहराई से निहित हैं और वर्तमान मुद्दों से जटिल हैं। असमान पहुंच, आर्थिक बाधाएं, लैंगिक असमानताएं, शिक्षा की खराब गुणवत्ता और उच्च शिक्षा तक सीमित पहुंच देश की शिक्षा प्रणाली के विकास और प्रगति में बाधा बनी हुई है। इन चुनौतियों पर तत्काल ध्यान देने और व्यापक समाधान की आवश्यकता है। अंतर्निहित कारणों को संबोधित करके, बुनियादी ढांचे में निवेश करके, लैंगिक समानता को बढ़ावा देकर और शिक्षा की गुणवत्ता में सुधार करके, इरिट्रिया एक अधिक समावेशी और प्रभावी शिक्षा प्रणाली का मार्ग प्रशस्त कर सकता है जो अपने नागरिकों को सशक्त बनाता है और देश के दीर्घकालिक विकास लक्ष्यों का समर्थन करता है।

 

संदर्भ

संयुक्त राष्ट्र विकास कार्यक्रम (यूएनडीपी)-इरिट्रियाः शिक्षा क्षेत्र की समीक्षाः https://www.er.undp.org/content/eritrea/en/home/library/powerty/education-sector-review.html
संयुक्त राष्ट्र बाल कोष (यूनिसेफ)- https://www.unicef.org/eritrea/education
विश्व बैंक-इरिट्रिया में शिक्षाः https://www.worldbank.org/en/country/eritrea/publication/education-in-eritrea
संयुक्त राष्ट्र शैक्षिक, वैज्ञानिक और सांस्कृतिक संगठन (यूनेस्को)- इरिट्रियाः https://en.unesco.org/countries/eritrea
ह्यूमन राइट्स वॉच-इरिट्रियाः https://www.hrw.org/africa/eritrea

Educational Challenges in Azerbaijan – Urdu Translation

Educational Challenges in Azerbaijan

آذربائیجان میں تعلیمی چیلنجز

 

تحریر: زینت اسدوا

مترجم: ماہ نور علی

: آذربائیجان میں غیر شفافیت: تعلیمی مشکلات کی رہنمائی

آذربائیجان، قفقاز کے علاقے میں واقع ایک ملک ہے، اور 1991 میں اپنی آزادی تک یہ سوویت یونین کے زیر حکومت تھا۔ آذربائیجان کے قدرتی وسائل کی وسعت کے باوجود، اس کا بنیادی ڈھانچہ متعدد شعبوں کو متاثر کرتا ہے، جن میں خاص طور پر تعلیمی شعبہ شامل ہے۔

اگرچہ سرکاری اسکولوں میں تعلیم مفت ہے، مگر زیادہ اعلی تعلیم کا انحصار خاندان کی مالی حالت پر ہوتا ہے۔ [1] ایک عام آذربائیجانی خاندان کی سالانہ آمدنی 4250 منات (2500$) ہے، جو کہ عام خاندانوں کے تعلیمی بجٹ کو متاثر کرتی ہے۔ نجی اساتذہ کی خدمات حاصل کرنا اور اسکول کے مواد کی ادائیگی کا خرچ ان کی استطاعت سے زیادہ ہوتا ہے۔ اعلی تعلیمی ادارے اکثر امیر پس منظر کے طلبہ کو ترجیح دیتے ہیں اور دیہی یا کم آمدنی والے خاندانوں کے طلبہ کو نظر انداز کرتے ہیں۔ [2]

جہاں تک تعلیمی نظام کے معیار کا تعلق ہے، ثانوی اسکولز طلبہ کو یونیورسٹی کے داخلہ امتحانات کے لیے مناسب تیاری فراہم کرنے میں ناکام ہیں، جس کی وجہ سے کئی طلبہ کمزور کارکردگی کی وجہ سے ان امتحانات میں ناکام ہو جاتے ہیں۔ [3] تعلیم کے اس خراب نظام کے پیش نظر، امیر پس منظر کے والدین نجی اساتذہ کی خدمات حاصل کرتے ہیں تاکہ اپنے بچوں کو معیاری تعلیم فراہم کی جا سکے۔ اس صورتحال سے فائدہ اٹھانے والے سرکاری اشرافیہ ہوتے ہیں، کیونکہ ان کے پاس اپنے بچوں کو بہتر تعلیم فراہم کرنے کے زیادہ مواقع ہوتے ہیں۔ بعض اوقات یہ بچے امریکہ، کینیڈا اور مغربی یورپی ممالک جیسے ملکوں میں بھیجے جاتے ہیں تاکہ وہ وہاں معیاری تعلیم حاصل کر سکیں۔ جو لوگ اس استطاعت سے محروم ہوتے ہیں، وہ ناکافی تعلیمی سطح کے ساتھ پیچھے رہ جاتے ہیں۔

تعلیمی مواد جیسے کتابیں، مضامین، جرنل وغیرہ تک رسائی بہت کم ہوتی ہے، خاص طور پر وہ مواد جو آذربائیجانی زبان میں ہو۔ یونیورسٹی کی لائبریریاں تعلیمی مقاصد کے لیے ضروری وسائل سے محروم ہیں اور طلبہ ان مواد کے پرانے اور آج کے دور کے لحاظ سے غیر متعلقہ ہونے کی شکایت کرتے ہیں۔

تعلیمی مواد اور وسائل کی کمی کی ایک بڑی وجہ حکومت کی جانب سے علمی تحقیق اور تراجم کے لیے ناکافی معاونت ہے۔ تعلیمی شعبے کی ترقی کے لیے بجٹ کی تجاویز اور علمی تحقیق کے لیے مالی معاونت کی کمی ملک کو ذہنی قلت میں مبتلا کر رہی ہے۔ اس کے ساتھ ساتھ اکثر اوقات ماہرین ترقی یافتہ ممالک کی طرف ہجرت کر جاتے ہیں جہاں انہیں تحقیق کے لیے بہتر مراعات فراہم کی جاتی ہیں۔

آذربائیجان میں پوسٹ گریجویٹ تعلیم کو اپنے نظام میں نمایاں تبدیلیوں کی ضرورت ہے۔ ماسٹرز کی ڈگریوں کی تعلیم کو مزید پیشہ ورانہ اور خصوصی بنانے کے لیے کافی ترقی کی ضرورت ہے۔ ایسٹ ٹینیسی اسٹیٹ یونیورسٹی کے پروفیسر ایمریٹس رچرڈ ڈی کورٹم کے مطابق، “آذربائیجان میں ماسٹرز کے طلبہ کو عام طور پر وہی کورس، وہی انسٹرکٹر، وہی کتاب، وہی لیکچر مواد، اور وہی ٹیسٹ دوبارہ لینے پڑتے ہیں جو انہوں نے انڈر گریجویٹ کے دوران لیے تھے۔” [4]

آذربائیجان میں اس وقت موجود ایک اور بڑا مسئلہ رشوت ہے۔ اگرچہ آئین میں یہ غیر قانونی ہے، لیکن آبادی کے لیے بقا کے لیے ایک معمول کا حصہ بن چکا ہے۔ عوام کو تعلیم، صحت، سرکاری خدمات، ملازمتوں اور دیگر شعبوں تک رسائی کے لیے رشوت دینا پڑتی ہے۔ ان اداروں کے سربراہان ان رشوتوں سے فائدہ اٹھاتے ہیں اور عوام کو ایسی صورتحال میں ڈالتے ہیں کہ ان کے مسائل حل کرنے کے لیے انہیں پیسے دینے پڑتے ہیں۔

یونیسکو انسٹیٹیوٹ فار سٹیٹسٹکس کے مطابق، آذربائیجان میں دوسرے قفقاز ممالک اور وسطی ایشیائی ممالک کے مقابلے میں ثانوی (اعلیٰ) تعلیم کے داخلے کی شرح سب سے کم ہے، کیونکہ 77% آذربائیجانی جو اسکول سے فارغ التحصیل ہوتے ہیں، وہ یونیورسٹی میں داخلہ نہیں لیتے۔ یہ ممکنہ طور پر “غلط طریقے سے تشکیل دیے گئے اور انتہائی مرکزی ریاستی کوٹا مختص کرنے کے نظام” کی وجہ سے ہوتا ہے۔ [5] نیچے دیا گیا ٹیبل 1 2010 سے 2014 تک آذربائیجان، آرمینیا، جارجیا، اور قازقستان میں یونیورسٹی میں داخلے کے لیے درخواست دینے والے طلبہ کا تناسب دکھاتا ہے۔[6]

Educational Challenges in Azerbaijan

Sources:

[1] Mammadova, S., Guliyev, F., Wallwork, L. and Azimli, N., 2016. Human Capital Development in Azerbaijan. Caucasus Analytical Digest, (90), pp. 8,. Available at: <https://www.academia.edu/30431942/The_Quality_of_Education_in_Azerbaijan_Problems_and_Prospects>

[2] Mammadova, S., Guliyev, F., Wallwork, L. and Azimli, N., 2016. Human Capital Development in Azerbaijan. Caucasus Analytical Digest, (90), pp.8,. Available at: <https://www.academia.edu/30431942/The_Quality_of_Education_in_Azerbaijan_Problems_and_Prospects>

[3] Mammadova, S., Guliyev, F., Wallwork, L. and Azimli, N., 2016. Human Capital Development in Azerbaijan. Caucasus Analytical Digest, (90), pp. 7,. Available at: <https://www.academia.edu/30431942/The_Quality_of_Education_in_Azerbaijan_Problems_and_Prospects>

[4] Richard D. Kortum, “Emerging Higher Education in Azerbaijan”, Journal of Azerbaijani Studies, 12, 2009.

[5] Mammadova, S., Guliyev, F., Wallwork, L. and Azimli, N., 2016. Human Capital Development in Azerbaijan. Caucasus Analytical Digest, (90), pp. 7,. Available at: <https://www.academia.edu/30431942/The_Quality_of_Education_in_Azerbaijan_Problems_and_Prospects>

[6] Souce: Mammadova, S., Guliyev, F., Wallwork, L. and Azimli, N., 2016. Human Capital Development in Azerbaijan. Caucasus Analytical Digest, (90), pp. 8,. Available at: <https://www.academia.edu/30431942/The_Quality_of_Education_in_Azerbaijan_Problems_and_Prospects>

Cover Image by OpenClipart-Vectors from Pixabay

Განათლების პრობლემები საქართველოში

Written by Alexandra Drugescu-Radulescu, translated by Zuka Kochladze

შესავალი

საქართველოში სრული ზოგადი განათლება ხორციელდება სამ საფეხურზე: დაწყებითი (1-4 კლასები), საბაზო (VII-IX) და საშუალო (X-XII). პირველი ორი საფეხური სავალდებულოა. ბავშვები იწყებენ ნიშნის მიღებას საბაზო საფეხურზე, სადაც შეფასებულები არიან 1-დან 10 ქულამდე. ყველა სკოლა ვალდებულია რომ მიჰყვეს ეროვნული სასწავლო გეგმას. ის შეიძლება შეიცვალოს მხოლოდ გამონაკლის შემთხვევებში, მაგალითად, სპეციალური საჭიროების მქონე მოსწავლეებისთვის. ის იცვლება იმის მიხედვით, თუ რომელი საგანი უჭირს ბავშვს. ასევე, ასეთ შემთხვევებში დაშვებულია საშინაო განათლება, მოსწავლე ჩარიცხულია სკოლაში, მაგრამ სწავლობს სახლიდან. თუმცა, არსებობს ფაქტობრივი მტკიცებულებები იმისა, რომ სპეციალური საჭიროების მქონე მოსწავლეები აწყდებიან სისტემურ სირთულეებს ქართულ განათლების სისტემაში. საქართველომ მნიშვნელოვნად გაუმჯობესა თავისი განათლების სფერო, მაგრამ გამოწვევები მაინც არსებობს. მაგალითად, UNICEF-ის ცნობით, ქვეყნის ერთ-ერთი ყველაზე დიდი პრობლემა არის განათლების ხარისხი, რასაც თან ერთვის ქვეყნის მცირე ბიუჯეტი განათლებისთვის, იგივე მშპ-ის მქონე ქვეყნებთან შედარებით. მნიშვნელოვანია გვახსოვდეს საქართველოს მშფოთვარე ისტორია, სანამ გავაანალიზებთ მისი განათლების სისტემის სხვადასხვა გამოწვევას. სსრკ-ში გატარებული ხანგრძლივი დროის შედეგად საქართველოს ჯერ კიდევ ებრძვის სისტემურ პრობლემებს, როგორც შედარებით ახალი დემოკრატია, რომელმაც მოიპოვა დამოუკიდებლობა 1991 წელს. სახელმწიფოს ჯერ კიდევ აქვს პოტენციალი გააუმჯობესოს თავისი საგანმანათლებლო სისტემა მომდევნო ათწლეულებში.

სპეციალური საჭიროების მქონე ბავშვები

Special-needs teacher Lia Tabatadze assists a boy in a seventh-grade math class in Tbilisi’s School #124 on Oct. 20. Since 2013, Georgia’s education ministry has provided training for 4,700 school professionals and psychologists in special-needs education. (Photo: Monica Ellena)

საქართველოს ზემოთნახსენები ძლიერი კანონმდებლობა მიზნად ისახავს შესაძლებლობის მიცემას ყველა ბავშვისთვის, რათა მათ მიაღწიონ აკადემიური წარმატებას. განათლების სამინისტროს ვებგვერდის ყურებისას, იქმნება შთაბეჭდილება, რომ ახალგაზრდებს აქვთ თანაბარი წვდომა ხარისხიან განათლებაზე. ამ იდეას კიდევ უფრო ამყარებს საქართველოს მიერ რატიფიცირება გაეროს შეზღუდული შესაძლებლობის მქონე პირთა უფლებების კონვენციის. კონვენციის 24-ე მუხლი ხაზს უსვამს, რომ თანაბარი შესაძლებლობების უფლების საფუძველზე, სახელმწიფოებმა უნდა უზრუნველყონ არადისკრიმინაციული განათლება.

მიუხედავად იმისა, რომ ამ კონვენციას არ აქვს იურიდიული ვალდებულება, იგი ასახავს ხელმომწერი მხარეების, მათ შორის საქართველოს, აღიარებას ინკლუზიური განათლების საჭიროებაზე. ამ საერთაშორისო ნორმების დამტკიცება იყო გაერთიანებული ეროვნულ კანონმდებლობაში. 2005 წელს საქართველომ დაამტკიცა „ზოგადი განათლების შესახებ“ კანონი, რომელიც ხაზს უსვამს ინკლუზიური განათლების მნიშვნელობას. კანონი საფუძველს უყრის ბავშვების წარმატებული განვითარებას. თუმცა, ეს იდეა პრაქტიკაში არ სრულდება, თუ გავითვალისწინებთ იმ პრობლემებს, რომლებსაც განსაკუთრებული საჭიროების მქონე ბავშვები აწყდებიან.

მაშინ როცა საქართველო ამაყობს 14-დან 24 წლამდე ახალგაზრდების წერა-კითხვის თითქმის 100%-იანი მაჩვენებლით, მოსახლეობის აღწერამ აჩვენა, რომ ეს მონაცემი მცირდება 86.2 პროცენტამდე შეზღუდული შესაძლებლობის მქონე ქალებისთვის, ხოლო შეზღუდული შესაძლებლობის მქონე კაცებისთვის – 87.0 პროცენტამდე. გარდა ამისა, კიდევ უფრო შემაშფოთებელი დასკვნაა ისაა, რომ სოციალური მომსახურების სააგენტოში რეგისტრირებული შეზღუდული შესაძლებლობის მქონე 11765 ბავშვიდან მხოლოდ 1244 ბავშვია რეგისტრირებული სკოლებში. მიუხედავად იმისა, რომ ინკლუზიური განათლება საქართველოში 10 წლის წინ დაინერგა, საჯარო სკოლების მხოლოდ 65% აცხადებს, რომ ჰყავთ სპეციალური საგანმანათლებლო საჭიროების მქონე მოსწავლეები. და რადგან სახელმწიფო არ აგროვებს სტატისტიკას იმ ბავშვების შესახებ, რომლებიც ფორმალური განათლების მიღმა არიან, შეუძლებელია სანდო ანალიზის გაკეთება ინკლუზიური განათლების წარმატების მაჩვენებელზე. ეს კი თავის მხრივ გულისხმობს იმას, რომ შეუძლებელია მკაფიო სტრატეგიის შექმნა, რომელიც უზრუნველყოფს ყველა ბავშვის ნაყოფიერ განვითარებას, ფაქტობრივ მტკიცებულებებზე დაყრდნობით.

Იმის მიუხედავად, რომ მთავრობა ნებას რთავს სასწავლო გეგმაში გარკვეული ცვლილებების განხორციელების, არასამთავრობო ორგანიზაცია საქართველოს ახალგაზრდა იურისტთა ასოციაცია აცხადებს, რომ ეროვნული სასწავლო გეგმა არ იძლევა ალტერნატიული სწავლის შესაძლებლობას, რომელიც გაითვალისწინებდა ბავშვის სპეციფიკურ აკადემიურ საჭიროებებს. UNDP-ის მიერ გამოქვეყნებულ ანალიზში საქართველოში შშმ პირთა უფლებების სიტუაციის შესახებ, აღნიშნულია ის ფაქტი, რომ საგანმანათლებლო სისტემაში დისბალანსის მთავარი მიზეზი არის ნაკლებობა რესურსებსა შეზღუდული შესაძლებლობის მქონე ბავშვებისთვის. უკეთესმა ინფრასტრუქტურამ, სასწავლო მასალამ და ამ სფეროში მომუშავე პროფესიონალების გადამზადებამ შეიძლება ზრდის მაღალი გახადოს ალბათობა იმისა, რომ შშმ ბავშვები მიაღწევენ აკადემიურ წარმატებას.

სისტემის რეკონსტრუქციისთვის გადაიდგა სამართლებრივი ნაბიჯები . ერთ-ერთი ამის მაგალითია 2018 წლის ცვლილება ზემოხსენებულ ზოგადი განათლების კანონში. ის შეზღუდული შესაძლებლობის მქონე მოსწავლეების საჭიროებების დასაკმაყოფილებლად გვთავაზობს საგანმანათლებლო დაწესებულებების დაფინანსების მკაფიო გეგმას. კიდევ ერთი მნიშვნელოვანი გაუმჯობესება არის ის, რომ 2018-დან 2019 წლამდე ოთხჯერ გაიზარდა თანამშრომელთა რიცხვი, რომლებიც სპეციალურად არიან მომზადებულნი შეზღუდული შესაძლებლობის მქონე ბავშვების ზედამხედველობისთვის. ამ ახალი საკანონმდებლო ბაზის მიუხედავად, უდავოა, რომ ამ დროისთვის ამ რესურსების მთავარი მომხმარებლები არიან ბავშვები პრივილეგირებული რაიონებიდან თუ უბნებიდან. თუმცა, ეს არის პირველი ნაბიჯი ცხოვრების ხარისხის გაუმჯობესებისაკენ იმ ბავშვების, რომლებსაც მთელი ცხოვრების განმავლობაში შეუძლიათ მიიღონ უკეთესი შესაძლებლობები, თუ მათ დაეხმარებიან სოლიდური განათლების მიღებაში.

რეგიონული განსხვავებები

Administrative Map of Georgia Map based on a UN map. Source: UN Cartographic Section

საქართველო ამაყობს დაწყებითი და საბაზო სკოლების დამთავრებულთა მაღალი მაჩვენებლებით. ერთი შეხედვით, შეიძლება ითქვას, რომ საშუალო სკოლის დამთავრების მაჩვენებელიც შედარებით მაღალია, მაგალითად, თბილისში მოსწავლეთა 76% ასრულებს საშუალო საფეხურს. თუმცა, სხვა რეგიონების გათვალისწინებისას, შეიმჩნევა, რომ ღარიბ რაიონებს არ გაუმართლათ. მაგალითად, კახეთში სწავლის მიტოვების მაჩვენებელი 58%-ია.[14] რატომ არსებობს ასეთი დიდი რეგიონული უთანასწორობა, 30%-ზე მეტი სხვაობით? UNICEF-ის მრავალინდიკატორულ კლასტერულ კვლევაში გაანალიზებულია ქართველთა პასუხები, რათა მივიღოთ სანდო მონაცემი განათლების ხელმისაწვდომობისა და დასრულების შესახებ.[15] ერთ-ერთი მთავარი დასკვნა ანალიზისა ისაა, რომ სკოლის დამთავრების ყველაზე დაბალი მაჩვენებლები შეიძლება გამოვლინდეს ქვეყნის ყველაზე ღარიბ რეგიონებში. ამან შეიძლება წინ წამოაყენოს დისკუსიის დროს კავშირი ფინანსურ რესურსებსა და განათლების ხარისხს შორის. სოფლად მცხოვრებ ბავშვებს, რომლებიც არიან სოციალურად დაუცველები, ნაკლებად აქვთ პირადი საშუალებები განათლების დასასრულებლად, ასევე არც თუ ისე ხშირად სთავაზობენ მცირე საგანმანათლებლო დაწესებულებებს საჯარო დაფინანსებაც. მაშინაც კი, როცა დაწყებითი სკოლის დამთავრების მაჩვენებლებს ვუყურებთ, სადაც რომ სხვაობა უფრო მცირეა, ვხედავთ, რომ მდიდარ ურბანულ რაიონებში გაზრდილი ბავშვები უფრო მეტად ამთავრებენ სკოლას.

გარდა ამისა, შეიძლება აღინიშნოს, რომ ისეთ ფაქტორს, როგორიცაა ეთნიკური წარმომავლობა, ასევე შეაქვს წვლილი განათლების ხელმისაწვდომობაში. მაგალითად, აზერბაიჯანელი ბავშვების რაოდენობა, რომლებიც სკოლაში არ სწავლობენ, სამჯერ მეტია სკოლაში არ მყოფ ქართველ ბავშვთა რაოდენობაზე. აღსანიშნავია, რომ აზერბაიჯანელები ყველაზე დიდი ეთნიკური უმცირესობაა საქართველოში.

განსხვავებები კიდევ უფრო ცხადია OECD-ის მოსწავლეთა შეფასების საერთაშორისო პროგრამაში (PISA-ში) ქართველი ბავშვების შედეგების გაანალიზებისას. შეფასების პროგრამა აფასებს ბავშვებს კითხვაში, მათემატიკაში, საბუნებისმეტყველო მეცნიერებასა და რეალური გამოწვევების დაძლევის უნარებში. სოფლად მცხოვრებმა მოსწავლეებმა 2015 წელს 44 ქულით ნაკლები მოაგროვეს, ვიდრე ქალაქებში მცხოვრებმა მოსწავლეებმა. ეს სხვაობა ეკვივალენტურია სწავლის წელიწადნახევრის [18]. რეალურად, ეს სხვაობა გაიზარდა დროთა განმავლობაში, სოფლისა და ქალაქების მონაწილეებს შეფასების შორის 2009 წელს სხვაობა მხოლოდ 33 ქულა იყო.

ზემოთ წარმოდგენილი მონაცემები ხაზს უსვამს საქართველოს განათლების სისტემაში არსებულ პრობლემას. მიუხედავად იმისა, რომ შეიძლება ითქვას, რომ რეგიონული უთანასწორობა არსებობს მთელ მსოფლიოში საგანმანათლებლო დაფინანსებისა და შესაძლებლობების კუთხით, ეს არის პრობლემა, რომელიც უნდა გადაიჭრას. საკითხის გარჩევისას უნდა იყოს ინიციირებული ისეთი განათლების სისტემის წარმატებულობის მაჩვენებლის შექმნა, რომელიც გაითვალისწინებს ნაკლებ პრივილეგირებული რაიონებს.

განათლების ხარისხი

Children from Tbilisi’s kindergartens; Source:  https://georgiaabout.com/2014/10/21/kindergarten-autumn-festival-in-tbilisi/

განათლების სისტემის ხარისხის შესაფასებლად საჭიროა მთელი რიგი ფაქტორების გაანალიზება. პირველ რიგში, სწავლების მოდერნიზება უმთავრესია ხარისხიანი, თანამედროვე განათლების მისაღწევად. სისტემის მოდერნიზაციისათვის აუცილებელია კარგად მომზადებული პროფესიონალების ყოლა, რომლებსაც სურთ ახალი ტექნოლოგიების დანერგვა თავიანთ სწავლებისა და შეფასების მეთოდებში. OECD-ის განათლების ანალიზისა და შეფასების მიმოხილვების მიხედვით, საქართველო მოდერნიზაციის კუთხით დაბალ პოზიციაზეა, პირველ რიგში, მასწავლებელთა ასაკის გამო.[19] მათი მეოთხედი 60 წელზე ასაკოვანია, რის გამოც მათ შეიძლება უპირატესობა მიანიჭონ სწავლების უფრო ტრადიციული ფორმებს.[20] მიუხედავად იმისა, რომ მოდერნიზაციის შესახებ კამათი უფრო ნიუანსურია, ასაკოვანი მასწავლებლების გაერთიანება საგანმანათლებლო პერსონალის დაბალ ანაზღაურებასთან და თვალსაჩინო ფენომენთან, გვაძლევს ვარაუდის შესაძლებლობას, რომ საქართველოს ჯერ კიდევ აქვს დასახვეწი ტაქტიკები, რათა წაახალისოს მასწავლებლები თანამედროვე მეთოდების დასანერგად კლასში.

მეორე რიგში, შესაძლებელია განათლების სისტემის ეფექტურობის განსაზღვრა, რათა დადგინდეს, არის თუ არა ის ხარისხიანი. მისი მოსწავლეების შედეგები ისეთ საერთაშორისო შეფასების პროგრამებში, როგორიცაა ზემოხსენებული PISA, ძალზე აქტუალური საქართველოს შემთხვევაში. აშკარა გაუმჯობესებაა საქართველოს 2015 წლის შედეგებში 2009 წელთან შედარებით, მეცნიერებასა, მათემატიკისა და წიგნიერებაში. თუმცა, იმის მიუხედავად, რომ ეს ზრდა აღსანიშნავია, ქართველი მოსწავლეები მაინც უფრო დაბალ ქულებს იღებენ სხვა ბავშვებთან შედარებით. მაგალითად, ბავშვების მხოლოდ 1%-მა შეძლო საუკეთესო შედეგის მიღწევა, ეს უფრო დაბალია OECD-ის ქვეყნების საშუალო 8%-ზე. გარდა ამისა, მეცნიერებაში ჩამორჩენილი მოსწავლეების ერთ-ერთი ყველაზე მაღალი წილი საქართველოდან მოდის.

მოდერნიზაციის ნაკლებობა და მოსწავლეთა დაბალი შედეგები საერთაშორისო შეფასების გამოცდებზე შეიძლება იყოს დაკავშირებული და წარმოაჩენდეს სტრუქტურულ პრობლემას საქართველოს განათლების სისტემაში. უკეთ გაგება, თუ როგორ შეიძლება მოხდეს სწავლება, მასწავლებლებისთვის უკეთესი წახალისების სისტემასთან ერთად, შეიძლება პოტენციურად გაზარდოს მოსწავლეთა შედეგი.

დასკვნა

ბოლო ათწლეულის განმავლობაში საქართველომ ჩაატარა მრავალი რეფორმა. შეინიშნება განათლების ხარისხის გაუმჯობესება, ასევე არის მცდელობა შეიქმნას ახალი საკანონმდებლო პროექტები, რომლებსაც შეუძლიათ ფაქტობრივი ცვლილებების გაგრძელება. მიუხედავად ამისა, საქართველო კვლავ დგას მთელი რიგი საგანმანათლებლო გამოწვევების წინაშე, რომლებიც გავლენას ახდენს ბავშვების ცხოვრებაზე მთელი ქვეყნის მასშტაბით. იმის მიუხედავად, რომ ზოგიერთი ინდივიდი შეიძლება იყოს უფრო მგრძნობიარე იმგვარ გამოწვევებს, როგორიც იყო ზემოთ წარმოდგენილი, განათლების სისტემის გაუმჯობესება შეიძლება ყველასთვის სასარგებლო იყოს.

 

 

Reference List

Digitaldesign.Ge. (n.d.). Chapter VI.  Basic Methodological Orientations – The Portal of National Curriculum. The Portal of National Curriculum. http://ncp.ge/en/curriculum/general-part/general-part/tavi-vchapter-vi-basic-methodological-orientations

General Education. (n.d.). UNICEF Georgia. https://www.unicef.org/georgia/general-education

Li, R., et al. (2019), OECD Reviews of Evaluation and Assessment in Education: Georgia,

OECD Reviews of Evaluation and Assessment in Education, OECD Publishing, Paris, https://doi.org/10.1787/94dc370e-en.

Mizunoya, Suguru & Amaro, Diogo & Mishra, Sakshi. (2020). Georgia: Education Fact Sheets | 2020 Analyses for learning and equity using MICS data.

Situation Analysis of the Rights of People with Disabilities in Georgia. 2021 | United Nations Development Programme. (n.d.). UNDP. https://www.undp.org/georgia/publications/situation-analysis-rights-people-disabilities-georgia-2021

UN Enable – Text of the Convention on the Rights of Persons with Disabilities. (n.d.). https://www.un.org/esa/socdev/enable/rights/convtexte.htm

 

Notes

[1] http://ncp.ge/en/curriculum/general-part/general-part/tavi-vchapter-vi-basic-methodological-orientations

[2] http://ncp.ge/en/curriculum/general-part/general-part/tavi-vchapter-vi-basic-methodological-orientations

[3] http://ncp.ge/en/curriculum/general-part/general-part/tavi-vchapter-vi-basic-methodological-orientations

[4] https://www.unicef.org/georgia/general-education

[5] https://www.un.org/disabilities/documents/convention/convention_accessible_pdf.pdf

[6]https://www.undp.org/sites/g/files/zskgke326/files/migration/ge/pwds_situation_analysis_2021_eng.pdf

[7]https://www.undp.org/sites/g/files/zskgke326/files/migration/ge/pwds_situation_analysis_2021_eng.pdf

[8]https://www.undp.org/sites/g/files/zskgke326/files/migration/ge/pwds_situation_analysis_2021_eng.pdf

[9]https://www.undp.org/sites/g/files/zskgke326/files/migration/ge/pwds_situation_analysis_2021_eng.pdf

[10]https://www.undp.org/sites/g/files/zskgke326/files/migration/ge/pwds_situation_analysis_2021_eng.pdf

[11]https://www.undp.org/sites/g/files/zskgke326/files/migration/ge/pwds_situation_analysis_2021_eng.pdf

[12] https://www.undp.org/sites/g/files/zskgke326/files/migration/ge/pwds_situation_analysis_2021_eng.pdf

[13] file:///C:/Users/druge/Downloads/FinalGeorgia-Education-Fact-Sheet-2020.pdf

[14] file:///C:/Users/druge/Downloads/FinalGeorgia-Education-Fact-Sheet-2020.pdf

[15] file:///C:/Users/druge/Downloads/FinalGeorgia-Education-Fact-Sheet-2020.pdf

[16] file:///C:/Users/druge/Downloads/FinalGeorgia-Education-Fact-Sheet-2020.pdf

[17] file:///C:/Users/druge/Downloads/FinalGeorgia-Education-Fact-Sheet-2020.pdf

[18] https://www.unicef.org/georgia/media/3436/file/oecd_report_en.pdf

[19] https://www.unicef.org/georgia/media/3436/file/oecd_report_en.pdf

[20] https://www.unicef.org/georgia/media/3436/file/oecd_report_en.pdf

[21] https://www.unicef.org/georgia/media/3436/file/oecd_report_en.pdf

[22] https://www.unicef.org/georgia/media/3436/file/oecd_report_en.pdf

[23] https://www.unicef.org/georgia/media/3436/file/oecd_report_en.pdf

Educational Challenges in the U.S. Virgin Islands

Written by Aoibhínn Kiely

Introduction

The U.S. Virgin Islands are situated in the Caribbean Sea, located some 64 to 80 kilometres east of Puerto Rico. The region consists of three larger islands, St. Croix, St. Thomas and St. John, and approximately 50 smaller cays and islets, amassing a total area of 133 square miles. Due to the inviting climate, the U.S. Virgin Islands attracts a large number of tourists each year, however tourism is one of the region’s only economic resources, and financial aid and funding is provided by the United States. The region is at risk for hurricanes, with an average of 5 passing the region yearly, and in September of 2017 the territory sustained extreme damage from a barrage of two Category 5 hurricanes within the span of two weeks. Irma and Maria together destroyed virtually all crops of St Croix and an estimated 90% of buildings in the territory were destroyed or severely damaged.  

Education in the U.S. Virgin Islands is compulsory and government-run schools operate for free. The Virgin Islands Department of Education runs 21 elementary schools, six middle schools and six high schools between two school districts spread between the three main islands. The territory also sports one university, The University of the Virgin Islands, a public liberal arts based university.  However, a great number of students attend private schools, and most of the families who relocate to the U.S. Virgin Islands opt to send their children to private or religious affiliated schools, who also charge a tuition fee. Educational challenges in the U.S. Virgin Islands are characterised by poor funding, staff shortages, and struggling infrastructure, causing huge barriers to adequate education for the working class population of the islands.  

Unsafe working (and learning) conditions  

The vast majority of those who relocate to the U.S. Virgin Islands will decide to send their children to a private school to receive their education. With the Peter Gruber International Academy, situated on St. Thomas, requiring annual tuition ranging from $13,150 to $21,000 excluding materials and accreditation fees, it is starkly obvious that this option is not for everyone. However, given the state of current affairs in public schools, there is no doubt as to why parents would go out of pocket to avoid their children attending the region’s public schools. In September 2023, teachers across St. Croix walked out of their classrooms in protest, claiming that the conditions they are expected to work in are untenable and entirely unsafe. The protesting teachers mention not only the long-standing issues of underfunding for the schools, but also sweltering temperatures that have to be endured in classrooms, many of which have no clean drinking water. This region, famous for its balmy temperatures, has schools operating without air conditioning. The response to this protest has been to implement schedule adjustments, enforcing earlier dismissal and shortened class periods for the schools on St. Croix. In effect, poor funding has caused policy makers to opt for less schooling hours as opposed to providing adequate equipment to the schools. 

Teachers are not the only individuals enraged by these conditions, as students took to the streets in protest of the unsafe conditions they are expected to learn and grow under. Students from two historically rivalling highschools put their differences aside as they called for immediate action from leaders. Devastating heat and lack of air conditioning were only the tip of the iceberg for these students, as placards being held high mentioned termites, mould, leaking ceilings, and other structural ailments concerned with the physical school buildings. Further prompting the action was the stark lack of funding for equipment and maintenance workers. School facilities in the U.S. Virgin Islands have sustained damage not only from the hurricanes in 2017, but also many in the 90s and less severe instances in 2021 and 2022. As a result the infrastructure must constantly be repaired and seen to, which these students believe is not being upheld on the side of maintenance due to exceedingly poor funding. One of the schools in which the students came from, Educational Complex High School, is used as a hurricane shelter, which the students reiterated, poor maintenance is not only an educational disadvantage but a genuine health and safety hazard for those living on the island. The students stood in unison demanding answers to where the large budgets dedicated to the Department of Education have been going, and hoping together that their action will spare future students on St. Croix from the conditions they have to currently endure.  

Where have all the teachers gone? 

Dr. Dionne Wells-Hedrington, commissioner of the Virgin Islands Department of Education cannot stress enough the risk that classrooms will not be filled when the 2023/2024 school year begins. With learning deficiencies in the region presenting themselves as a challenge at present, the 127 teachers reaching retirement age represent a looming loss to the educational system on the islands and a concerning prospect for the students. The school year 2022/2023 saw 33 teachers separate themselves from the department, expanding the 43 pre-existing teaching vacancies in the region. The strategy being employed by the department in an attempt to tackle this growing issue that has been used for years, to try to recruit teachers from outside the territory to fill the gaps. The Department has been driven to launch a special appeal to recruit degree holders and retired teachers to fill substitute teacher positions. The situation remains dire however with Wells-Hedrington informing lawmakers last year that nearly 200 teachers and support staff retired or resigned from the already struggling public school education system between June 2022 and August 2022. Furthermore, the number of non-certified professionals working in the public schools on the Islands far outnumber those certified, with only 228 certified professionals in comparison to 610 non-certified professionals.  Emmanuella Perez-Cassius, the Board of Educations Vice Chairwoman, is adamant that educators need to receive higher pay, consistent curriculum mandates and better working conditions.  

A storm of mental distress 

The Board of Educations Vice Chairwoman further remarked that schools are sorely lacking formal trauma and mental health alert systems for children who need aid with serious issues. The Islands align with national data, indicating that children in America are in the midst of a mental health crisis. St. Croix Foundation reported in 2021 that 22.5% of middle schoolers had “seriously considered suicide” and 33.5% of high school students “felt so sad or hopeless almost every day for two or more weeks that they stopped doing some usual activities”. As this data was collected in the aftermath of the aforementioned hurricanes, it was seen as a cry for help and a call to action for the community of the Islands, with special emphasis on the education system to support children struggling in the region.  

In July 2023 Perez-Cassius made it clear that schools are not up to date with critical information that can protect children from a mental health crisis. As a result she called for direct and ongoing communication between the Department of Education and Department of Health, as well as other organisations concerning treatments, school services, and awareness for students with escalating mental health concerns. The Vice Chairwoman additionally called for the implementation of training on trauma based interventions and approaches. Studies have suggested that students on the islands experience PTSD at a significantly higher level than the general population, and a lack of intervention from the education system is an unfortunate shortfall that devastatingly lets students, and teachers alike, down.  

Leadership for change  

Although there is no absence of challenges faced by those pursuing education through the system in the U.S. Virgin Islands, these very individuals have shown resilience and perseverance time and time again in the face of challenges. The bravery of the protesting teachers and the voices of strong leaders such as Perez-Cassius and Dr.  Wells-Hedrington are not going unseen and unheard as attention is being drawn to these areas of concern. Furthermore, the children in the region have stepped up and shown that they will no longer allow for unsafe conditions to be tolerated. These students have shown responsibility and dedication in a way that no child should ever have to. Their passion and drive through their protests and their demands of lawmakers have made waves in their communities and it will be impossible for those in power to ignore their rightly placed rage.  After the terror of Irma and Maria the people of the U.S. Virgin Islands have worked hard to rebuild themselves and their education system, demonstrations of strength that will stand to the region with any hope.  

Featured image by “Back to school/ Picture by MChe Lee via Unsplash” 

 

References 

 

 

Academic Freedom in Zimbabwe: A concerning trend 

Introduction 

Academic freedom in Zimbabwe is currently at one of its lowest levels in history. Regionally, the country also ranks as having one of the lowest academic freedom index in sub-Saharan Africa (Academic Freedom Index, 2024). As a cornerstone for democratic and free societies, it is essential that students and scholars can pursue education, research and knowledge without the fear of repercussion. However, in Zimbabwe, academic freedom remains precarious, constrained by political interference, economic hardships, and legal ambiguities. This has profound implications for both human rights and education, as the suppression of academic freedom not only limits individual expression but also undermines the development of a society that values knowledge, critical thinking, and innovation.  

 

A Historical Context of Suppression 

Zimbabwe’s struggle with academic freedom has deep historical roots, tracing back to its colonial past. During the era of British colonial rule, the government employed various strategies to control academic discourse, including surveillance and deportation of academics deemed subversive (Mushawatu, 2023). This tactic continued post-independence, with the government of Robert Mugabe using similar methods to silence critics and maintain control. A major way in which Mugabe curtailed academic freedom was though the University of Zimbabwe Amendment Act of 1990, which reduced democratic freedom within universities, and made Mugabe officially the chancellor of all state universities in the country (Mashininga and Mukeredzi, 2019).  

 

Since Mugabe’s ousting in the 2017 coup, academic freedom has continued to decline. In the last 7 years, deportation has resurfaced as a tool for stifling academic inquiry. This can be seen in case of the Good Governance in Africa (GGA) researchers being deported in 2023. These researchers, intending to study the political landscape around the critical August elections, were barred entry into the country (Mushawatu, 2023). This example illustrates a broader trend of how the current Zimbabwean government considers academic scrutiny as a threat, and not as an opportunity for greater societal freedom. This alarming use state power to limit academic freedom has far reaching consequences and without change, will continue to tarnish the right to education and freedom of opinion in Zimbabwe.  

 

Legal and Constitutional Ambiguities 

Zimbabwe’s constitution, which was adopted in 2013, clearly outlines fundamental rights regarding education and its protection as well as academic freedom. Section 75 of the constitution explicitly mentions the right to education, and that every citizen and permanent resident of Zimbabwe should have access to it (Zimbabwe Lawyers for Human Rights, 2019). Section 61 enshrines the right to freedom of expression, including the freedom of scientific research and creativity, however, Section 62 conversely restricts the right to access information for citizens and permanent residents only (Zimbabwe 2013 Constitution, 2013). This contradictory legal framework creates a loophole that allows the government to restrict foreign researchers’ activities under the guise of legal compliance (Mushawatu, 2023). 

 

This legal ambiguity poses a significant threat to academic freedom, as it gives the government power to exclude foreign academics from participating in research on public institutions. This therefore restricts diverse opinion and discourse, and greater research on governance, human rights, and development in Zimbabwe. By limiting access to information and deporting researchers, the government not only contravenes the spirit of academic freedom but also undermines the pursuit of transparency and accountability. 

 

Impact on Education and Human Rights 

The suppression of academic freedom in Zimbabwe extends beyond the academic community, affecting the broader education system and society at large. Education is a fundamental human right, essential for the fruition of other rights and for the empowerment of individuals and communities. When academic freedom is curtailed, the quality of education suffers, as does the ability of students and scholars to engage critically with societal issues. 

 

In Zimbabwe, the interference in academia illustrates a broader symptom of a culture of government suppression of opinion. In 2020, the Office of the United Nations High Commissioner for Human Rights (OHCHR) voiced concern over allegations that the authorities in Zimbabwe may have used the COVID-19 pandemic to limit freedom of expression and the right to peacefully assemble (UN News, 2020). While health workers were protesting for better working conditions and salaries, violent force was used against them, with many being arbitrarily arrested, including some journalists and members of the opposition party (UN News, 2020). 

 

The recent elections further highlight a system that is suppressing human rights, political opposition and a peaceful democratic process. Although there were 11 candidates for the presidential campaign, the competition was seen as a contest between two main leaders. The first being Coalition of Change (CCC) leader Nelson Chamisa, and the second being Emmerson Mnangagwa, from the governing Zimbabwe African National Union – Patriotic Front (Zanu-PF) party (Nyoka, 2023). The Zanu-PF party has been in power since Zimbabwe’s independence and while they did oust Mugabe in 2017, many human rights advocates, such as Amnesty International and Human Rights watch have argued that little has changed politically (Nyoka, 2023). During the campaigning, CCC activist, Tapfumaneyi Masaya was kidnapped and murdered while another member of the party, lawmaker Takudzwa Ngadziore, was abducted and tortured (The Guardian, 2023). Chamisa later resigned, citing Zanu-PF infiltration of the CCC and corruption as the reason for his decision, ultimately leading Mnangagwa and the Zanu-PF party to victory (BBC News, 2024).  

 

Parallels with Broader Human Rights Issues 

The situation of academic freedom in Zimbabwe is reflective of broader human rights challenges in the country. Freedom House classifies Zimbabwe as “not free”, highlighting issues such as restrictions on freedom of speech, assembly, and the press (Freedom House, 2024). The suppression of academic freedom is part of this broader pattern of limiting civil liberties, which is characteristic of authoritarian regimes that prioritise control and power over openness and accountability. Therefore, Zimbabwe’s repression of academic freedom represents an assault on the right to education. In these contexts, education is not merely a victim of conflict and authoritarianism but a critical battleground where the struggle for rights, justice, and democracy plays out. 

 

The Way Forward 

To improve academic freedom in Zimbabwe, there must be a commitment to broader political and legal reforms. This includes revising the constitution and Zimbabwe’s legal framework, to provide unequivocal protection for academic freedom, including the rights of foreign researchers. Furthermore, the Zanu-PF government must recognise the value of academic freedom as a vital component of a thriving, democratic society and take steps to ensure that universities can operate free from political interference. If that is not possible, then the international community, including academic institutions, human rights organisations, and governments, should continue to condemn and act against infringements on academic freedom. By advocating for academic freedom in Zimbabwe, the global fight for the protection of education and human rights will be strengthened.    

 

References: 

  1. Academic Freedom Index. Academic Freedom Index. 2024. https://academic-freedom-index.net/. 
  1. Mushawatu, Zachariah. Deportation as a Tool to Stifle Academic Freedom. University World News, August 25, 2023.  https://www.universityworldnews.com/post.php?story=202308242015511. 
  1. Mashininga, Kudzai and Mukeredzi, Tonderayi. Mugabe: From Glory to Misery, Especially for Students. University World News, September 14, 2019. https://www.universityworldnews.com/post.php?story=20190911161959567. 
  1. Zimbabwe Lawyers for Human Rights. What Is the Right to Education? Fact Sheet. 2019. https://www.zlhr.org.zw/wp-content/uploads/2017/01/2015-Right-to-Education.pdf. 
  1. Zimbabwe 2013 Constitution. Constitute Project. 2013. https://www.constituteproject.org/constitution/Zimbabwe_2013. 
  1. UN News. Zimbabwe: COVID-19 Must Not Be Used to Stifle Freedoms, Says UN Rights Office. United Nations, July 29, 2020. https://news.un.org/en/story/2020/07/1069011. 
  1. Nyoka, Shingai. Zimbabwe Elections 2023: What You Need to Know. BBC News, August 22, 2023. https://www.bbc.com/news/world-africa-65775996. 
  1. The Guardian. “Abducted Zimbabwe Opposition Activist Tapfumaneyi Masaya Found Dead.” The Guardian, November 14, 2023.  https://www.theguardian.com/world/2023/nov/14/abducted-zimbabwe-opposition-activist-tapfumaneyi-masaya-found-dead. 
  1. BBC News. “Nelson Chamisa: Zimbabwe Opposition CCC Leader Quits ‘contaminated’ Party.” BBC News. January 25, 2024. https://www.bbc.com/news/world-africa-68095685. 
  1. Freedom House. Zimbabwe. Freedom House, 2024. https://freedomhouse.org/country/zimbabwe/freedom-world/2024. 

 

Featured  Photo by Santi Vedrí on Unsplash

التحديات التعليمية في الجزائر: عمل جار

كتبه – موجي دينار

Algeria to ease primary school programme. Photo by Magharebia

تعرف الجزائر بأنها أكبر دولة جغرافيا في أفريقيا، وتقع في شمال أفريقيا. ويمكن تقسيم هذا البلد إلى قسمين منفصلين, أحدهما تحت تأثير البحر الأبيض المتوسط مع جبال الأطلس كما يعرف تل والآخر يتكون في الغالب من الصحراء الواقعة في الجزء الغربي من الشرع. يبلغ مجموع السكان الذين يعيشون في الجزائر حوالي ٤٤ مليون نسمة..

استقلت الجزائر بعد أكثر من ١٣٠ سنة من الاستعمار سنة ١٩٦٢. خلال الاستعمار، تم بناء نظام التعليم ليعكس نظام فرنسا، الذي كان يخدمه في الغالب السكان الفرنسيون ونخبة جزائرية صغيرة نسبيا. عندما انتهت حرب الاستقلال الجزائرية، كان ما يقرب من ٩٠٪ من السكان أميين. ونتيجة لذلك، ذهبت البلاد إلى إنشاء الجزائر جديدة من خلال اتباع التعريب.

في عام ١٩٩٠، كان الإنفاق على التعليم مرتفعًا، حيث بلغ ٢٩.٧٪ من الميزانية الوطنية. ووضع التعليم في صميم إعادة بناء البلد عن طريق إنشاء قوة ماهرة وأشخاص يتقاسمون نفس الوعي الوطني.وعلى الرغم من أن محاولاتهم لإصلاح نظام التعليم بعد حرب العالمية الثانية، فإن التقدم المحرز في تعليم الأطفال لا يزال غير كاف. وبناء على ذلك، شكل التاريخ الاستعماري والجنس والعرق والدين فرص التعليم للأطفال.

أما اليوم فالتعليم بجميع مراحله مجاني في الجزائر بشرط اجتياز الدورة السابقة. يتم تطبيق السياسة الاجتماعية من قبل الدولة في قطاع التعليم، وقد يكون هذا مرتبطًا بالانتقال الديمقراطي، على الرغم من أنه قابل للنقاش حول مدى نجاحه. يشمل النظام المدرسي الجزائري ثلاث دورات هي المرحلة الابتدائية والمتوسطة والثانوية. تسع سنوات من التعليم من سن ٦ إلى ١٤ ، أول دورتين إلزامية ومعدل الحضور مرتفع جدا. والتعليم الثانوي إلزامي أيضا مع وجود أعداد كبيرة من المتسربين.

التحديات الرئيسية في التعليم

درجة البكالوريوس هي الحد الأدنى من متطلبات التدريس، ومع ذلك، هناك اختلافات في برامج إعداد المعلمين وبرامج التدريب أثناء الخدمة. ١٧٪ فقط من معلمي المدارس الابتدائية يحملون هذه الشهادة، وما يقرب من ٧٠٪ من معلمي المدارس المتوسطة لا يملكون هذه الشهادة. علاوة على ذلك، فإن الفعالية الداخلية للنظام التعليمي أقل بكثير مما يتوقعه المجتمع، كما يتضح من ارتفاع معدلات التسرب من المدارس والتكرار بين الطلاب.

وتشكل المرافق التي لا تتم صيانتها بشكل جيد، والافتقار إلى المدرسين وحيز الفصول الدراسية، ولا سيما في المجتمعات المحرومة، أمثلة على عدم كفاية الهياكل الأساسية. ويؤدي الافتقار إلى اللوائح والمرافق التعليمية إلى تقييد التعليم قبل الابتدائي. ويطلب من العديد من الطلاب تكرار الدرجات، وخاصة في المرحلة الثانوية الدنيا، مما يحفزهم على التسرب..

يرجع سبب انخفاض جودة التعليم إلى نظام الدرجات الذي يقيس كيفية أداء المتقدمين للاختبار على النقيض من أقرانهم بدلاً من مقدار المعلومات التي يعرفونها، من خلال التعليمات التي تعطي الأولوية للمحتوى على التعلم, وغياب المشاركة من أصحاب المصلحة المهمين. وتقل نتائج الاختبارات الدولية بنسبة ٢٠٪ عن المتوسط العالمي. وكثير من الأطفال غير الملتحقين بالمدارس هم من الأطفال المعوقين. المراكز المتخصصة شحيحة، ومحاولات دمج الطلاب في الفصول العادية تقصر.

التفاوت الاقتصادي

ما يقرب من ٢٪ من الأولاد في سن المدرسة الابتدائية غير ملتحقين بالمدارس، وهو تقريبا نفس المعدل للفتيات. يزداد التفاوت بين الجنسين في المدارس الثانوية؛ إذ لا يلتحق ١٧٪ من الشباب الذكور و١٤٪ من الشابات بالمدرسة أبدًا. وفي كل من المدارس الابتدائية والثانوية، يمكن تحقيق أكبر قدر من التفاوت بين أفقر وأغنى الأطفال غير الملتحقين بالمدارس. في حين أن حضور أفقر الأطفال في المدارس الابتدائية ينخفض بنسبة ١٪ مقارنة بأغنى الأطفال، إلا أنه ينخفض بنسبة 20% في مستوى التعليم الثانوي مع الأخذ في الاعتبار الظروف الاقتصادية السيئة للأسر. ويبين كيف أن الظروف الاقتصادية تعوق الأطفال عن الوصول إلى حقهم الرئيسي في الحصول على التعليم. على الرغم من السياسات الاجتماعية للدولة، فإن معظم الأطفال في الجزائر غير قادرين على الحصول على مستوى أساسي من التعليم بسبب الظروف الاقتصادية غير الملائمة.

تلعب الخصائص الاجتماعية والاقتصادية التمييزية دورًا كبيرًا في التعليم في دولة الجزائر. الثروة المنزلية، والاختلافات الاجتماعية، والتفاوتات الاقتصادية الإقليمية والمستوى التعليمي للأم هي العوامل السائدة التي تؤثر على عدم التوازن التعليمي في الجزائر. هناك حاجة ماسة لحوافز من قبل الحكومة للأطفال الذين يمكنهم تحمل تكاليف التعليم أو للأطفال الذين يتعين عليهم العمل من أجل إعالة أسرهم. من ناحية أخرى، انخفضت الاختلافات الإقليمية والاجتماعية، وفقا لتحليل التطورات على مدى السنوات العشر الماضية. ونتيجة لذلك، تحسنت المساواة في النظام التعليمي الجزائري. ومع ذلك، هناك حاجة إلى مزيد من الاستثمار لخلق مستويات اقتصادية متجانسة في كل منطقة لحل الفوارق التعليمية بين الأطفال..

الإنفاق على التعليم

عانى اقتصاد الجزائر من ضربة لميزانية الحكومة بسبب الاقتصاد المعتمد على النفط في البلاد. بدأ الصراع في الاقتصاد في عام ٢٠١٤ مع انخفاض أسعار النفط العالمية. أدى الاعتماد على تصدير النفط والغاز، بدلاً من الاستثمار في قطاعات أخرى، إلى وضع الجزائر في وضع ضعيف بسبب انهيار التجارة خلال كوفيد-١٩. وعلاوة على ذلك، ساهمت هذه الحالة في فقر متعدد الأبعاد أثر أيضا على التعليم في بعد كبير. انخفض الإنفاق على التعليم من ٧.٣٪ إلى ٦.١٪ بسبب الوباء. نأمل أن يرتفع الإنفاق على التعليم إلى ٧٪ في عام ٢٠٢٠ وأن يعود إلى مستوياته الطبيعية قبل الوباء.

على الرغم من أن البلاد توفر تسع سنوات من التعليم الإلزامي والمجاني لجميع مستويات التعليم، إلا أن الجزائر لا تزال بحاجة إلى تحسين بعض الأهداف لتوفير تعليم جيد, تحسين ظروف المعيشة وانخفاض البطالة من خلال إعطاء الأولوية لإنفاق الناتج المحلي الإجمالي على التعليم.

معدلات عالية من عدم التسجيل وإسقاط-الخروج

ووفقا لبيانات من اليونيسيف عن حالة التعليم، فإن مستويات الالتحاق الصافية هي كما يلي: في التعليم الابتدائي، يلتحق ٩٨٪ من الفتيان و ٩٧٪ من الفتيات; في المرحلة المتوسطة والثانوية، يلتحق ٥٧٪ من الأولاد و ٦٥٪ من البنات. وتوضح هذه الإحصاءات أن المستويات الأساسية للمشاركة كافية، ولكنها تتطلب مزيدا من النمو. في حين أن الحضور في المدارس الابتدائية هو نفسه تقريبًا لكلا الجنسين، فإنه يتغير بعد المدرسة الإعدادية عندما يكون حضور الأولاد في المدرسة أقل من الفتيات.

هناك ما يقرب من ٨.٥ مليون طفل يتلقون التعليم في مراحل التعليم الثلاث. ووفقا للتقرير، فإن حوالي ١ مليون طفل جزائري تتراوح أعمارهم بين ٥ و ١٤ سنة (أو ١٥٪ من هذه الفئة العمرية) يتأثرون بعوامل مختلفة لعدم التسجيل. معدل الالتحاق بالمدارس الابتدائية مرتفع. ومن ناحية أخرى، في مرحلة التعليم الثانوي، نصفهم ليسوا في المدرسة، والنصف الآخر مسجلون ولكنهم معرضون لخطر الانقطاع عن الدراسة قبل الانتهاء من الدورة.

وفي حين أن المشاركة في التعليم الأساسي تمثل مشكلة كبيرة يتعين حلها، فإن تسرب أطفال المدارس من المدارس يمثل مسألة حاسمة أخرى ينبغي الاهتمام بها. ووفقا للرابطة الجزائرية للدفاع عن حقوق الإنسان، فإن ٤٠٠٠٠٠ طفل ينقطعون عن الدراسة سنويا، بينما يواصل ٢٥٠٠٠ طفل الحصول على التدريب المهني. يحدث التسرب من المدارس في الغالب في الريف بسبب بعد المدارس وارتفاع معدلات الفقر. ومن المهم أن نضيف أن بعض المناطق غير مجهزة بشكل جيد بالمياه والتدفئة والكهرباء التي تجعل الحصول على التعليم مستحيلا بالنسبة للأطفال. كما أن الفصول الدراسية غير كافية مما يؤدي إلى الازدحام المفرط في الفصول الدراسية. هذه هي المثبطات الرئيسية للأطفال من الحصول على التعليم و ٤.٧٪منهم يتسربون من المدرسة نتيجة لذلك.

حاجز اللغة

بعد استقلالها عن فرنسا، تابعت البلد استخدام اللغة الفرنسية في المؤسسات وإدارة الأعمال، على الرغم من التطبيق الواسع لسياسة التعريب. اليوم اللغة الرسمية للجزائر هي العربية والأمازيغية، كما تم الاعتراف بالبربرية كلغة وطنية في عام ٢٠٠٢. أعلن الرئيس تبون في يونيو ٢٠٢٢ أن الحكومة اتخذت خطوة نحو الانتقال اللغوي إلى اللغة الإنجليزية في المدارس الابتدائية أيضًا. ويشير إلى عالمية اللغة الإنجليزية للتعلم من قبل الأطفال لمصلحتهم، بينما انتقد آخرون هذا الانتقال باعتباره أجندة سياسية تتعلق بتاريخ البلد.

في السنوات الأولى للجمهورية، وخاصة في ظل حكم هواري بومدين، هيمنت سياسات التعريب على تنفيذ سياسات التعليم. تم تطبيق القانون للتعميم باستخدام اللغة العربية في عام ١٩٩١. فشل تنفيذ التعريب في قطاع التعليم والأكاديميات والعمال في التحول إلى اللغة العربية بنجاح. أيضًا، تضررت مجموعة الجزائر المتنوعة عرقيًا بسبب هذا الانتقال..

واليوم، تجد الجزائر نفسها مرة أخرى في تدخل في الانتقال اللغوي على الرغم من التحديات الأخرى في قطاع التعليم التي تنتظر الحل. مع قرار استبدال اللغة الفرنسية باللغة الإنجليزية، تم إجراء تغيير جذري وسيؤثر هذا الوضع على أكثر من ٢٠٠٠٠ مدرسة في جميع أنحاء البلاد في عام ٢٠٢٣. بموجب المنهج الدراسي في عام ٢٠٢٢، يتم تدريس اللغة الإنجليزية في المدرسة الثانوية، بينما يبدأ الأطفال في سن التاسعة باللغة الفرنسية. ويترك الأطفال الجزائريون غير قادرين على الاستمرار أكاديميا بلغة واحدة بسبب عدم وضوح الأحكام المتعلقة بالانتقال إلى اللغة الإنجليزية في المدارس. وهذا سيعيق أيضا القوى العاملة في المستقبل لتشكيل لغة واحدة للقيام بالعمل.

بدأ التعليم العالي في تقديم اللغة الإنجليزية في العديد من الدرجات ، في حين أن بعضهم لا يزال يدرس باللغة الفرنسية. السؤال الرئيسي هو: هل هناك ما يكفي من الأكاديميين والمعلمين المؤهلين للقيام بما يلي
متابعة سياسة الانتقال اللغوي؟

Bejaia University. Photo by Vermondo.

انخفاض عدد الموظفين المؤهلين في التعليم العالي

كان الطلاب الذين التحقوا بالتعليم العالي يتألفون من ١.٥ مليون في عام ٢٠٢٠. والواقع أن معدل الالتحاق الإجمالي في التعليم العالي للمرأة أكبر من معدل التحاق الذكور. ٤١٪ من الإناث و١٩٪ من الذكور التحقوا بالتعليم العالي، وفقًا لبيانات الصادرة عن اليونسكو في عام ٢٠١٩. يشير هذا الاتجاه إلى أن الذكور أكثر عرضة للانقطاع عن الدراسة من الإناث في الجزائر. يلعب الفقر دورًا كبيرًا في عدم المساواة بين الجنسين في التعليم، فمن المحتمل أن يكون الأطفال الذكور من عمالة الأطفال لدعم أسرهم وأنفسهم. أيضًا، يميل الذكور إلى تكرار الفصول الدراسية أكثر من الإناث، وخطر فشلهم في الفصول الدراسية لإكمال تعليمهم أعلى.

التحسين النوعي للتدريس في مؤسسات التعليم العالي أمر لا بد منه. ٢٨٪ فقط من أعضاء هيئة التدريس في الجامعات يحملون شهادات الدكتوراه. ويجري التفاوض بشأن البرامج التي تمولها الحكومة لطلاب الدكتوراه للدراسة في الخارج. يعمل المجلس الثقافي البريطاني والوزارة معا على برنامج واسع النطاق للدراسات العليا للأشخاص الذين يرغبون في الدراسة في الخارج. ونأمل أن يساعد ذلك على تيسير إصلاح نظام التعليم العالي.

أطفال صحويين في مخيمات اللاجئين

يعيش أكثر من ١٧٣٠٠٠ لاجئ صحوي حاليا في خمسة مخيمات تقع في محافظة تندوف، الجزائر. نزح هؤلاء الأشخاص بعد أكثر من ٤٥ عامًا من فرارهم من الصراع. ويعاني الأطفال الذين يعيشون في المخيمات من الأمن الغذائي، والظروف الصحية، وعدم كفاية الحماية، والأهم من ذلك نقص التعليم.

يحصل ما يقرب من ٩٨٪ من الأطفال على التعليم الابتدائي، وتبلغ نسبة الأمية ٤٪. ومع ذلك، لا يتم توفير التعليم الثانوي والتعليم في المدارس الثانوية في المخيمات. يتكون كل مخيم من ست مدارس ابتدائية ومدرستين متوسطتين مع حوافز منخفضة للغاية وموارد منخفضة. ويستطيع الطلاب الصحراويين الالتحاق بالمدارس الثانوية والجامعات مجانا، ولكن معظمهم غير قادرين على تغطية نفقات السفر والمعيشة للانتقال إلى مدن أخرى. عدد من الطلاب الذكور الذين ينتقلون للدراسة، في حين أنه من غير الممكن للطالبات القيام بذلك..

أطلقت مفوضية الأمم المتحدة لشؤون اللاجئين واليونيسيف وبرنامج الأغذية العالمي استراتيجية التعليم الخمسية للاجئين الصحراويين في الجزائر للفترة ٢٠٢١-٢٠٢٥ في نوفمبر ٢٠٢١ بهدف تحسين الأطفال والمراهقين اللاجئين الصحراويين’ الحصول الشامل على تعليم عالي الجودة. كما يتم إعطاء ٢٤٤ طفلاً يعانون من إعاقات جسدية ومعرفية تعليم ذوي الاحتياجات الخاصة في ١٠ مراكز منتشرة في جميع أنحاء المخيمات. تدعم المفوضية الأطفال اللاجئين من خلال تزويدهم بالكتب واللوازم المدرسية والوسائل التعليمية لتعزيز بيئة تعليمية آمنة.

Forgotten refugee crisis: Sahrawi refugees in Algeria. Photo by AMMILOUIZA LOUIZA AMMI

Cover Image: https://www.wamda.com/2015/07/how-will-technology-change-education-in-algeria

References

Footnotes

[1]Encyclopedia Britannica

https://www.britannica.com/place/Algeria

[2] Durham, B. (2021). Primary Education and the French Army During the Algerian War of Independence. In: Beier, J.M., Tabak, J. (eds) Childhoods in Peace and Conflict. Rethinking Peace and Conflict Studies. Palgrave Macmillan, Cham.

[3] Rose, M. (2015). Education in North Africa since independence. In Paper commissioned for the Hammamet Conference. London: British Council.

[4] Durham, B. (2021). Primary Education and the French Army During the Algerian War of Independence. In: Beier, J.M., Tabak, J. (eds) Childhoods in Peace and Conflict. Rethinking Peace and Conflict Studies. Palgrave Macmillan, Cham.

[5] https://www.arab-reform.net/publication/social-policy-in-algeria-a-historical-and-ideological-background/

[6] Education Data Center, Algeria: National Education Profile

https://www.epdc.org/sites/default/files/documents/EPDC_NEP_2018_Algeria.pdf

[7] WorldBank

https://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?end=2020&locations=DZ&start=1979&view=chart

[8] Education Data Center, Algeria: National Education Profile

https://www.epdc.org/sites/default/files/documents/EPDC_NEP_2018_Algeria.pdf

[9] UNICEF, Country Report: Algeria (2014)

https://www.unicef.org/mena/media/6526/file/Algeria%20Country%20Report%20on%20OOSC%20Summary_EN.pdf%20.pdf

[10] https://www.arab-reform.net/publication/social-policy-in-algeria-a-historical-and-ideological-background/

[11] World Bank

https://data.worldbank.org/indicator/SE.XPD.TOTL.GB.ZS?locations=DZ

[12] Tiliouine, H. (2015). Children’s Worlds National Report Algeria. Journal of Algerian Studies, 3, 48-70.

[13]  UNICEF, Country Report: Algeria (2014)

https://www.unicef.org/mena/media/6526/file/Algeria%20Country%20Report%20on%20OOSC%20Summary_EN.pdf%20.pdf

[14] https://www.middleeastmonitor.com/20180417-algeria-400000-children-drop-out-of-school-annually/

[15] https://www.bbc.com/news/world-africa-62368931

[16] https://www.middleeasteye.net/opinion/algeria-changing-french-language-english-wont-resolve-t

[17] https://www.bbc.com/news/world-africa-62368931

[18] https://www.statista.com/topics/9699/education-in-algeria/#topicOverview

[19] UNESCO, MICS 2019

https://www.education-inequalities.org/indicators/higher_1822/algeria/sexes#dimension1=%7B%22id%22%3A%22sex%22%2C%22filters%22%3A%5B%22Male%22%2C%22Female%22%5D%7D&ageGroup=%22attend_higher_1822%22&year=%222019%22

[20] Rose, M. (2015). Education in North Africa since independence. In Paper commissioned for the Hammamet Conference. London: British Council.

[21] ACAPS Briefing Note: Algeria: Sahrawi refugees in Tindouf (19 January 2022)

[22] ACAPS Briefing Note: Algeria: Sahrawi refugees in Tindouf (19 January 2022)

https://reliefweb.int/report/algeria/acaps-briefing-note-algeria-sahrawi-refugees-tindouf-19-january-2022

[23] UNHCR Algeria Fact Sheet – February 2023

Проблемы образования в Казахстане

Бьёрн Лаурин Кюн

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

Проблемы образования и их решения на уровне начальной школы:

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

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

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

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

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

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

Проблемы образования и их  решения на уровне среднего образования:

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

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

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

Проблемы образования и их решения на уровне высшего образования:

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

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

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

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

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

Проблемы образования в Казахстане: Возможные решения

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

Библиография:
  • Marteau, J. (2020). Post-COVID education in Kazakhstan: Heavy losses and deepening inequality. World Bank Blogs. Retrieved from: https://blogs. worldbank. org/europeandcentralasia/post-covid-education-kazakhstanheavy-losses-and-deepeninginequality#:~: text= Before% 20COVID% 2D19% 2C% 20six% 20out, more% 20students% 20i nto% 20functional% 20illiteracy.
  • Nurmukhametov, N., Temirova, A., & Bekzhanova, T. (2015). The problems of development of distance education in Kazakhstan. Procedia-Social and Behavioral Sciences, 182, 15-19.
  • Rakhimova, A., & Gabdulhakov, R. (2018). The challenges of modernizing the educational system of Kazakhstan. Journal of Education and Practice, 9(6), 23-29.
  • Sultanbekova, S., & Turgunova, L. (2018). Education financing in Kazakhstan: Challenges and solutions. European Journal of Education Studies, 5(5), 28-38.
  • UNESCO. (2019). Education in Kazakhstan. Retrieved from: https://en.unesco.org/countries/kazakhstan/education
  • World Bank. (2018). Kazakhstan Education Sector Assessment. Retrieved from: https://www.worldbank.org/en/country/kazakhstan/publication/kazakhstan-education-sector-assessment
  • Yakavets, N., & Dzhadrina, M. (2014). Educational reform in Kazakhstan: Entering the world arena. Educational reform and internationalisation: The case of school reform in Kazakhstan, 28-52.
  • Zhanar, B. (2020). Modernization of Education in Kazakhstan: An Analysis of Successes and Failures. Journal of International and Comparative Education, 9(1), 49-61.

Educational Challenges in Puerto Rico

Written By Samantha Orozco and John Whitlock

Historic background

Puerto Rico is located northeast of the Caribbean Sea and is considered one of the Greater Antilles. Its location boasts beautiful beaches and landscapes but is also prone to hurricanes and other natural hazards that have severely affected its residents. Puerto Rico’s official language is Spanish and it is home to a diverse and multicultural population, with most of its inhabitants of Puerto Rican descent and a significant community of African, European, and Latin American ancestry.

After the Spanish-American War, the United States (US) officially annexed the then Spanish colonies of Puerto Rico, Guam, and the Philippines in December 1898, initially subjecting Puerto Rico to rule by the US military and a governor appointed by the President. In 1917, the US Congress voted to grant Puerto Ricans official citizenship status, while still denying them the representative rights that usually accompany full citizenship. The island’s inhabitants could not elect their own governor until 1947.

To this day, Puerto Ricans are not able to participate in US elections, have no voting representation within the US Congress, and do not hold the right to “equal treatment” in the 14th Amendment to the US Constitution. The island is now an “unincorporated territory” with “quasi-colonial” status, according to former Puerto Rican high school teacher and US Secretary of Education John King.  This causes serious consequences in the education system due to limited support from the US federal government and the unfortunate impact of natural hazards, the negative and systematic effects of which have not been adequately addressed.

Education System Overview

The Puerto Rican education system is roughly based on the American model. School attendance is mandatory from ages 6 to 18, and divided into six years of elementary education, three years of junior high school, and three years of high school. Academic calendars and grading scales are very similar to their US equivalents. After numerous failed attempts by the US to convert the Puerto Rican education system to English, Spanish has remained the language in which public schools operate. The high school diploma is known as the “Diploma de Escuela Superior” a literal translation from its mainland English counterpart. 

A key difference between challenges to the Puerto Rican school system and the mainland US system is the percentage of children experiencing poverty. According to the Census, 44% of Puerto Ricans live in poverty. Whereas 17% of children live below the poverty line in the US, this percentage is at 55% in Puerto Rico and even higher in rural areas. In 2017, a quarter of Puerto Rican children did not have access to the internet and half did not have access to a home computer.

Today, those who do have a home computer may have unreliable power due to damages to the electrical grid caused by disasters and mismanagement. High school drop-out rates are much higher on the island, especially from households with lower incomes: according to the U.S. Department of Education, the dropout rate among high school students is one-third, which is more than twice the current percentage in mainland US. In 2015, the secondary education net enrollment rate was 66.6% as opposed to 80.5% in mainland US.

This data was published in 2009-2010, which is the most recent information available due to the limited production of up-to-date statistics by the local government. Moreover, federal counts frequently omit Puerto Rico from their calculations. It is likely that the dropout rate in Puerto Rico has likely increased even further since, as hurricanes and the COVID-19 pandemic have exacerbated the situation. For those students who graduate high school, outcomes are not equal to those on the mainland US.

According to the Youth Development Institute of Puerto Rico, 51% of high school graduates pursue university education, whereas 67% of suburban Americans and 63% of rural and urban Americans attend college. Many Puerto Rican graduates who are able to attend college come from privileged backgrounds which enable them to attend private schools and hire college application consultants.

This is in line with the islands’ rank as the third-highest income-unequal in the world, following South Africa and Zambia. Additionally, it is particularly difficult for Puerto Rican students to pursue a college education in the mainland US. As US and Puerto Rican high school graduation tests are not harmonized, Puerto Rican high school students are required to take a Spanish language test that nearly no US mainland universities consider valid. Initially aimed to create a standardized college admissions test for the Spanish-speaking world and implemented for a trial run in Puerto Rico, this test was never expanded beyond.  Because of this, and underfunding, most public high school guidance counselors in Puerto Rico do not have knowledge of mainland admission requirements and cannot help students in that way.  

In the last year of reported data, “only 694 high school graduates from all of Puerto Rico went to college on the mainland or abroad in 2016. That’s about 2 percent. The island’s population is 3.2 million, according to the Census Bureau.” 

A positive aspect of the Puerto Rican education system is that the University of Puerto Rico is more accessible and affordable than comparable universities in the mainland US where the average tuition at a public institution is $25,707 per year (for students with family residence in the state) or $44,014 per year (for students without family residence in the state). In comparison, students at the University of Puerto Rico pay $4,366 in tuition in-state, and $8,712 out-of-state. However, according to advocacy group Excelencia in Education, less than half of students who enroll in Puerto Rican universities earn degrees after six years, compared to the US mainland where 58 percent of college students graduate. 

Natural hazards in Puerto Rico

Natural hazards have wreaked havoc in Puerto Rico for many years. Despite being aware of this situation, efforts to mitigate the damage have not been effectively implemented and disaster has been the result. Most of the resources allocated for education are used for repairing school infrastructure, but they remain insufficient.

A clear example of this is the aftermath of Hurricane Maria, which struck in 2017 and six years later still affects the territory. Maria severely impacted access to education in Puerto Rico and exposed deficiencies in both the state and institutional aspects of the system. There was an inability to respond to emergencies and a lack of efficiency in seeking solutions that would allow the population to continue their education.

At the time, according to a report made by Kavitha Cardoza (2023), the damage caused by Maria led to the closure of many schools due to infrastructure problems, leaving thousands of students with no opportunity to continue their studies and resulting in a high dropout rate. This created a vicious cycle, as student attrition reduced enrollment, which in turn led to the closure of schools that did not have enough students to operate.

In addition to hurricanes and floods, Puerto Rico has also experienced earthquakes. In 2020, a series of earthquakes contributed to the destruction of the already precarious school infrastructure. Just as the system was trying to recover from the ravages of Maria, it had to face the closure of schools for three months while engineers verified the safety of those still in operation. The most recent natural catastrophe in Puerto Rico was recorded in September 2022 when Hurricane Fiona struck the island, causing damage to infrastructure and the temporary closure of the few schools that were still functioning.

An aerial view of the damage left behind after Hurricane Maria is seen from a U.S. Customs and Border Protection, Air and Marine Operations, Black Hawk helicopter as AMO agents respond to the humanitarian needs of the people of Puerto Rico October 2, 2017. Photo by Mani Albrecht via Flickr

Bureaucracy and abandonment

Despite its status as an incorporated territory in the United States, discussions about Puerto Rico’s true status and the ongoing debate about its future, whether to be considered a state or attain independence, have not ceased. The only certainty thus far is that Puerto Rican residents are not considered equal to citizens of the U.S. mainland.

The Puerto Rican educational system faces challenges ranging from insufficient investment to talent migration and disparities in educational opportunities. In theory, Puerto Rico has autonomy in managing its resources. However, for many important decisions, authorities find themselves dependent on aid from the federal government.  Due to the implementation of PROMESA, an act passed by the Obama administration in 2016, an unelected Financial Management and Oversight Board makes all decisions about how funding is used in Puerto Rico.  “The FMOB has proposed an array of measures to “shock the system” into growth”.

These measures include but are not limited: to wage controls, reduction in government services, closing public schools, cuts to the University of Puerto Rico, over 100 percent increases in university tuition and other fees, laying off thousands of public employees, furloughing public employees of two days per month, and cuts of 10 percent from pensions of retired workers. Puerto Rico heavily relies on federal funds to maintain and improve the quality of education, and this insufficient investment has led to a lack of resources and deteriorated infrastructure in many schools. For the start of the 2023-2024 school year, it is estimated that 588 out of the 856 functioning schools opened with infrastructure damage, meaning that 69% of schools are still not in optimal conditions to receive students.

The migration of students and educational professionals to the U.S. mainland has been an additional challenge. The pursuit of better economic opportunities on the mainland has resulted in a decrease in school enrollment in Puerto Rico and a loss of talent in the classrooms. This trend negatively impacts schools and, ultimately, the quality of education provided on the island. This is compounded by poor working conditions for educational staff as well as a lack of investment in the professionalization and training of teachers.

The lack of equal educational opportunities is another critical issue. The fact that Puerto Ricans do not have access to the same resources and educational programs as other United States citizens has led to significant disparities in access to quality education, perpetuating inequality. This is evident in the exclusion of standardized test results in Puerto Rico from national compilation. The implementation of federally imposed educational standards and standardized assessments does not always consider the peculiarities of Puerto Rico’s educational system. This can lead to unfair assessments and the imposition of inappropriate measures that do not adapt to the island’s reality. Special education and support for students with disabilities have also faced challenges, such as the lack of resources and trained personnel to provide the necessary support.

Reparation of a fence at the Escuela República del Perú in Puerto Rico, on November 8, 2018. Photo by Ruben Diaz Jr. Via Flickr

The efforts to restore the Education System

The uncertainty surrounding the political status of Puerto Rico has influenced the stability and educational policies and created additional challenges in long-term planning and decision-making. However, in May of this year, the federal administration initiated a program to decentralize the Puerto Rican educational system, which should be viewed as the beginning of sustainable efforts to ensure a dignified education in Puerto Rico. This is in response to the imminent educational crisis affecting Puerto Rico, which must be addressed regardless of the territory’s political future.

The Biden-Harris Administration has played a significant role in supporting Puerto Rico’s education, providing substantial funding through the American Rescue Plan Act and other programs. As stated by the U.S. Department of Education, public school teachers received a 30% salary increase, school repairs were expedited, and technical assistance was provided to improve the management of federal programs and funds. This move towards decentralization is seen as a historic commitment by the government of Puerto Rico to create a 21st-century educational system that better prepares students for the future. So far, $4.9 billion has been allocated to Puerto Rico since taking office. This includes $3 billion from the American Rescue Plan Act and $1.2 billion from the Coronavirus Response and Relief Supplemental Appropriations Act -CRRSA- 2021.

The Future

As challenges in infrastructure, inequality, and quality persist, the future of this education system and its ability to create better opportunities and outcomes for its students is largely dependent on the future stance of the US towards Puerto Rico. The Biden administration has made promises of a better, more equitable relationship between Puerto Rico and the mainland U.S., but it remains to be seen whether those are implemented in practice. According to Chris de Soto, a Senior Advisor of the Office of the US Secretary of Education,

“Following two natural disasters and a global pandemic, it is critical that trust is rebuilt with students and families across the island. The public should be aware of how federal funds are contributing to the educational recovery of their schools and actually see the benefits in classrooms across the island.  While progress has been made, we know there is more work to do.” 

In recent years, US funding to the Puerto Rican education system has increased. In 2022, Puerto Rico’s education system received federal aid funds amounting to $2.62 billion which is five times higher than education funding allocated to Utah, a state with a similar population size, highlighting the US government’s understanding that the Puerto Rican education system is in a more dire situation than the mainland U.S. The key focus remains the prioritization of educational investment in mitigation and contingency plans to strengthen the resilience of the population against the imminent risk of being struck again by natural disasters. Indeed, Puerto Rico’s education system has endured challenges, the reason why the commitment of authorities to a brighter future for the next generations has to remain unwavering.

References

Educational Challenges in the British Virgin Islands

Flag of the British Virgin Islands

Education in the British Virgin Islands (BVI) has been marred by various challenges that have significantly impacted both students and teachers. These challenges encompass issues related to school infrastructure, teacher shortages, limited resources, inadequate funding, and the need for educational reform. This article delves into the educational challenges faced by the BVI, provides a historical context of education in the territory, and offers in-depth analysis of the impact and potential solutions to these issues.

Background: Development of Education in the British Virgin Islands

The development of education in the BVI can be traced back to the mid-19th century when the first government-supported schools were established. These schools aimed to provide basic education to the local population. Over the years, the BVI has made significant strides in expanding educational opportunities and ensuring access to quality education for all residents. However, the educational system has faced persistent challenges that have hindered its progress.

While the BVI has made efforts to provide accessible and quality education to its residents, the education system still faces significant challenges. The territory’s small size and limited resources pose inherent constraints. Additionally, the geographical dispersion of the islands further complicates the delivery of education services. These factors, coupled with historical underinvestment in education, have resulted in a system struggling to meet the needs of its students and teachers.

Infrastructure Challenges: Deteriorating School Facilities

One of the major challenges faced by schools in the BVI is the deteriorating condition of their facilities. Many schools suffer from inadequate electrical and internet infrastructure, poor ventilation systems leading to mouldy air conditioning units, and insufficient waste disposal accommodations. These infrastructure deficiencies have persisted for a long time and have had a detrimental impact on the learning environment for both teachers and students.

The poor state of school facilities has wide-ranging implications for education in the BVI. Inadequate infrastructure hampers the delivery of quality education and creates an unfavourable learning environment. Uncomfortable classrooms, lack of proper ventilation, and unreliable internet connectivity hinder effective teaching and learning. Moreover, the lack of proper waste disposal facilities not only poses health and environmental hazards but also affects the overall cleanliness and hygiene of the schools, thus impacting the well-being of students and teachers.

group of children pose for photo
Virgin Islands School Children, Roadtown, Tortola. Image via Flickr by @cowboysolo.

Wider Impact: Challenges Beyond a Single School

The challenges faced by the BVI’s education system extend beyond a single school. The Joyce Samuel Primary School, for example, experienced delays in its opening due to incomplete repairs. Teachers from various schools have reported issues such as excessive heat, mould, overflowing trash cans, overgrown grass, equipment shortages, internet problems, and electrical failures. These challenges are particularly concerning considering the hardships that students have already endured due to the aftermath of Hurricane Irma and the ongoing Covid-19 pandemic.

The cumulative impact of these challenges has been detrimental to the quality of education in the BVI. Students and teachers are forced to navigate substandard learning environments, hindering academic progress and overall well-being. The constant disruptions caused by infrastructure deficiencies and other related challenges further exacerbate the difficulties faced by students, impeding their ability to thrive and reach their full potential.

Government Response: Mixed Reactions and Funding Constraints

The government’s response to the educational challenges has been met with mixed reactions. Premier Dr. Natalio Wheatley attributed the problems to communication gaps, stating that he was not fully aware of the extent of the issues. However, the Teachers Union President, Sean Henry, contradicted this claim, asserting that the government has been neglecting these problems for an extended period. The situation is further exacerbated by a lack of sufficient funding, which has been a persistent issue even before Hurricane Irma struck in 2017. The hurricane worsened the existing problems, and the subsequent recovery efforts did not provide adequate funding to address the extensive damages suffered by the educational infrastructure.

The government’s limited financial resources have constrained its ability to adequately address the educational challenges. Prioritizing and allocating sufficient funding for education is crucial for implementing meaningful reforms and addressing infrastructure deficiencies. However, competing priorities and budgetary constraints have made it difficult for the government to allocate the necessary resources to meet the needs of the educational system.

Consequences: Impact on Behaviour and Teacher Shortages

The challenges faced by the BVI’s education system have far-reaching consequences. Inadequate facilities and learning environments contribute to behavioural problems among students, making it difficult for teachers to maintain discipline and create an effective learning environment. Minister Sharie de Castro has publicly acknowledged instances of extreme misconduct in schools, including fights, weapon possession, and drug and alcohol use. Uncomfortable classrooms and subpar facilities not only hamper effective teaching and learning but also contribute to a shortage of teachers in the territory.

The shortage of qualified teachers is a critical issue that further compounds the challenges faced by the BVI’s education system. Low salaries, limited career advancement opportunities, and challenging working conditions have contributed to teachers leaving the profession or seeking employment opportunities elsewhere. The departure of experienced teachers and the difficulty in attracting new teachers have created a significant gap in the education workforce, impacting the quality of education provided to students.

School Girls, Roadtown, Tortola. Image via Flickr by @cowboysolo.

Addressing the Challenges: Prioritizing Education and Funding

To overcome the educational challenges in the BVI, it is crucial for the government to prioritize education and allocate sufficient funding. Investment in school infrastructure is paramount to providing safe and conducive learning environments for students. Adequate funding should be allocated to address the infrastructure deficiencies, such as electrical and internet infrastructure, ventilation systems, waste disposal accommodations, and the provision of necessary resources for teachers.

In addition to infrastructure improvements, the government must focus on addressing teacher shortages. Competitive remuneration packages, professional development opportunities, and improved working conditions can help attract and retain qualified teachers. Furthermore, targeted recruitment strategies, including partnerships with educational institutions, can help bridge the gap in teacher supply.

Collaboration and Long-Term Solutions

The challenges faced by the BVI’s education system require collaboration among government entities, schools, teachers, and other stakeholders. Effective communication channels should be established to ensure that concerns are promptly addressed, and resources are allocated efficiently. Stakeholder engagement and input should be sought to develop and implement comprehensive plans for improving the educational system. Collective action is essential to finding long-term solutions that will provide a better education for the students of the British Virgin Islands.

Long-term solutions should focus on holistic educational reform, including curriculum enhancements, teacher professional development, and the integration of technology in the learning process. The government should actively engage with teachers, parents, and students to identify areas for improvement and develop evidence-based policies and strategies. Regular assessment and monitoring mechanisms should be implemented to track progress and make necessary adjustments.

Conclusion: Prioritizing Education for a Brighter Future

The British Virgin Islands has a unique opportunity to transform its educational landscape and provide quality education to all its students. By prioritizing education, investing in infrastructure, supporting teachers, and fostering a culture of excellence, the BVI can overcome its current challenges and create a brighter future for its students. Education is the key to unlocking the potential of individuals and driving the progress of a nation, and it is crucial that the BVI prioritizes the well-being and development of its future generations.

In conclusion, the educational challenges faced by the BVI are multifaceted and require comprehensive solutions. By addressing infrastructure deficiencies, tackling teacher shortages, and allocating sufficient funding, the BVI can pave the way for a brighter future for its students. It is imperative for all stakeholders, including the government, schools, teachers, and the community, to work together to overcome these challenges and provide a quality education that empowers the territory’s students to thrive and contribute to the growth and development of the British Virgin Islands.

References:

Beacon, B. (2023, September 26). Editorial: As school resumes, students deserve better – the BVI beacon. The BVI Beacon – “The light that comes from wisdom never goes out.” https://www.bvibeacon.com/editorial-as-school-resumes-students-deserve-better/

Beacon, T. B. (2023, May 12). Virgin islands delegation attends Education Forum – the BVI beacon. The BVI Beacon – “The light that comes from wisdom never goes out.” https://www.bvibeacon.com/virgin-islands-delegation-attends-education-forum/

ESHS sit-in: Officials unhappy over lack of communication. Virgin Islands Platinum News … BVI Daily News You Can Count On. (n.d.). https://www.bviplatinum.com/news.php?articleid=34915

ESHS teachers protest longstanding issues at school. BVI News. (2023, September 18). https://bvinews.com/eshs-teachers-protest-longstanding-issues-at-school/

Haynes, K. (2023, June 8). Teacher vacancies are alarmingly high – will this impact new school year?. 284 Media – News from the BVI. https://www.284media.com/local/2023/06/08/teacher-vacancies-are-alarmingly-high-will-this-impact-new-school-year/

Kampa, D. (2023, September 20). Students head back to class – the BVI beacon. The BVI Beacon – “The light that comes from wisdom never goes out.” https://www.bvibeacon.com/students-head-back-to-class-2/

Non-state actors in education. British Virgin Islands | NON-STATE ACTORS IN EDUCATION | Education Profiles. (n.d.). https://education-profiles.org/latin-america-and-the-caribbean/british-virgin-islands/~non-state-actors-in-education

Remarks by acting chief education officer at educators professional day: Government of the Virgin Islands. Remarks by Acting Chief Education Officer at Educators Professional Day | Government of the Virgin Islands. (n.d.). https://bvi.gov.vg/media-centre/remarks-acting-chief-education-officer-educators-professional-day

Statement from the Ministry of Education in response to industrial action at the elmore stoutt high school: Government of the Virgin Islands. Statement From the Ministry of Education in Response to Industrial Action at The Elmore Stoutt High School | Government of the Virgin Islands. (n.d.). https://bvi.gov.vg/media-centre/statement-ministry-education-response-industrial-action-elmore-stoutt-high-school