Educational Challenges in Djibouti

Written by Priscilla Thindwa

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

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

Djibouti’s Educational Landscape

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

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

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

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

Source: Global Partnership for Education | Via Flickr

Challenges Associated with Education

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

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

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

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

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

Low Quality of Education

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

Gender Disparities

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

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

Source: Global Partnership for Education Via Flickr

The Covid-19 Pandemic

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

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

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

Conclusion

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

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

References
  • Donaher, M. (2023). USAID Djibouti’s Early Grade Reading Activity (DEGRA) Is Transforming Gender Norms in the Classroom and Beyond. Education Links. https://www.edu-links.org/learning/usaid-djiboutis-early-grade-reading-activity-degra-transforming-gender-norms-classroom-and#:~:text=While%20in%20urban%20areas%2C%20gender,to%20drop%20out%20of%20school.
  • Hamlaoui, Souad. (2021). Djibouti: An opportunity to transform education through enhanced sector dialogue during the COVID-19 crisis. Global Partnership Education.
  • https://www.globalpartnership.org/blog/djibouti-opportunity-transform-education-through-enhanced-sector-dialogue-during-covid-19
  • Oxford Business Group. (2023). Why education in Djibouti is more accessible across the country.Oxford Business Group.
  • https://oxfordbusinessgroup.com/reports/djibouti/2023-report/health-education/greater-reach-progress-is-being-made-to-make-education-more-accessible-nationwide-in-both-rural-and-urban-areas-overview/
  • Reliefweb. (2023). Djbouti: Operational Update. Reliefweb. https://reliefweb.int/report/djibouti/djibouti-operational-update-october-2023#:~:text=The%20Republic%20of%20Djibouti%20remains,asylum%20seekers%20from%20neighboring%20countries.
  • Right to Education. (2023). Understanding Education as a Right. Right to Education.
  • https://www.right-to education.org/page/understanding-education-right
  • The World Bank. (2015). Djibouti Needs to Build and Expand on Achievements to Educate the Next Generation. The World Bank. https://www.worldbank.org/en/news/feature/2015/02/04/djibouti-needs-to-build-and-expand-on-achievements-to-educate-the-next-generation
  • UNICEF Djibouti. (2019). Djibouti: Education Thematic Report. UNICEF. https://open.unicef.org/sites/transparency/files/2020-06/DJIBOUTI-TP4-2018.pdf
  • USAID. (N.d.). Djibouti: Education. USAID. https://idea.usaid.gov/cd/djibouti/education
  • USAID. (N.d.). Djibouti: Gender. USAID. https://idea.usaid.gov/cd/djibouti/gender
  • i Right to Education. (2023). Understanding Education as a Rights. Right to Education. https://www.right-to-education.org/page/understanding-education-
  • ii Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group. https://oxfordbusinessgroup.com/reports/djibouti/2023-report/health-education/greater-reach-progress-is-being-made-to-make-education-more-accessible-nationwide-in-both-rural-and-urban-areas-overview/
  • iii USAID. (N.d.). Djibouti: Gender. USAID. https://idea.usaid.gov/cd/djibouti/gender
  • iv USAID. (N.d). Djibouti: Education. USAID. https://idea.usaid.gov/cd/djibouti/education
  • v Oxford Business Group. (2023). Why Education is More Accessible Across the Country”. Oxford Business Group.
  • vi Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • vii USAID. (N.d.). “Djibouti: Education”. USAID.
  • viii Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • ix Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • x UNICEF Djibouti. (2019). Djibouti: Education Thematic Report. UNICEF.
  • https://open.unicef.org/sites/transparency/files/2020-06/DJIBOUTI-TP4-2018.pdf
  • xi Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • xii Reliefweb. 2023. Djbouti: Operational Update. Reliefweb. https://reliefweb.int/report/djibouti/djibouti-operational-update-october-2023#:~:text=The%20Republic%20of%20Djibouti%20remains,asylum%20seekers%20from%20neighboring%20countries.
  • xiii Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • xiv Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • xv UNICEF Djibouti. (2019). Djibouti: Education Thematic Report. UNICEF.
  • xvi M. Donaher. (2023). USAID Djibouti’s Early Grade Reading Activity (DEGRA) Is Transforming Gender Norms in the Classroom and Beyond. Education Links. https://www.edu-links.org/learning/usaid-djiboutis-early-grade-reading-activity-degra-transforming-gender-norms-classroom-and#:~:text=While%20in%20urban%20areas%2C%20gender,to%20drop%20out%20of%20school.
  • xvii M. Donaher. (2023). USAID Djibouti’s Early Grade Reading Activity (DEGRA) Is Transforming Gender
  • xviii Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • xx Oxford Business Group. (2023). Why Education is More Accessible Across the Country. Oxford Business Group.
  • xxi Souad Hamlaoui. (2021). Djibouti: An opportunity to transform education through enhanced sector dialogue during the COVID-19 crisis. Global Partnership Education. https://www.globalpartnership.org/blog/djibouti-opportunity-transform-education-through-enhanced-sector-dialogue-during-covid-19
  • xxii Souad Hamlaoui. (2021). Djibouti: An opportunity to transform education through enhanced sector dialogue during the COVID-19 crisis. Global Partnership Education.

Educational challenges faced by refugee children in Turkey

Written by Caren Thomas

Refugees are those who have a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion. Experiencing such fears in early childhood will critically impact a child’s cognitive, social, emotional and physical development.

As articulated in the UN Convention on the Rights of the Child, children have specific rights. These include principles of protection from harm, provision of basic needs, recognition and participation of children as rights holders. 

Through the Temporary Protection Regulation passed in 2014, Syrian refugees are provided specific protection to specific rights, including education, shelter, food, water, housing, social security mechanisms and the labour market.

Via the 2015 EU-Turkey joint action plan, both sides aim for enhanced educational opportunities across all levels and a commitment to assisting the host nation, Turkey, particularly in aspects like infrastructure and various services.

In 2018, the Global Compact on Refugees set a goal that governments should be in a position to include refugee children and youth in the national education systems within the time period of three months of displacement.

The earthquake in February 2023 inflicted additional distress upon refugees and other displaced children in Turkey, particularly impacting their access to education.

Education is a fundamental entitlement for every refugee and individual seeking asylum. Turkey is facing a significant influx of asylum seekers and is also a host to a substantial refugee population, a majority composed of Syrians. Unfortunately, these refugee children are unable to access education due to their circumstances. The existing educational framework for refugees in Turkey is burdened with numerous difficulties and obstacles.

Photo by Julie Ricard on Unsplash.

Documentation

Many enrol in Turkish schools after obtaining an international protection identification document bearing the foreigner identification number. The tuition fee waiver announced by the council of ministers only applies to students from Syria. Turkish classes are offered at Public Education Centres free of charge. For this, the international protection identification document is required. However, if insufficient persons are enrolled, said classes may not commence on the requested enrolment date.

Individuals hailing from Syria are eligible to enrol in Temporary Education Centres, whereas refugees and asylum seekers from different nations are exclusively permitted to register at Turkish public schools. Temporary Educational Centres are schools which provide educational services for persons arriving in Turkey for a temporary period. These were initially staffed by Syrian volunteers who UNICEF and other NGOs financially compensated. As per the Ministry of National Education, a considerable proportion of the refugee children were out of school in 2019. However, there has been a substantial decline in the number of children not attending since the initial years of the Syrian refugee crisis. As of  2017, the Turkish authorities have been implementing measures to integrate Syrian refugees into the country’s public education system.

Statelessness within the Syrian population residing in Turkey presents a notable issue. Challenges persist due to factors such as the lack of proper civil documentation, difficulties in acquiring birth certificates in Turkey, and the citizenship regulations of Syria. Notably, Syrian nationality can only be inherited by a child from their mother if the birth occurs within the borders of Syria.

Within Turkey, if the mother’s relationship with a Syrian or Turkish father is unestablished or unclear, then the child faces the risk of statelessness. An absence of Turkish citizenship or permanent residency leads to them being guests within the country and failing to be integrated into Turkish society.

While Turkey is a signatory to the UN Refugee Convention, it has submitted a request for geographical limitation. Consequently, individuals such as Syrians and those arriving from various other nations are ineligible for complete refugee status in Turkey. Alternatively, they are registered under the “temporary protection” regulation.

This Temporary Protection Regulation allows refugees access to essential resources such as healthcare and education. Once the refugees are registered under the Temporary Protection Regulation, they are required to remain within that province.

Additional issues arise from the lack of recognition of temporary and international protection status in 16 provinces across Turkey. The reduction of 25% to 20% foreign population within a given neighbourhood continues to cause significant issues. Finding jobs becomes a difficulty since the individual is forced to look for jobs only in the area the individual is registered in, thereby limiting the job opportunities that may be available to them in other places, such as Istanbul.

A recurring trend observed worldwide is that during times of crisis, the education sector is frequently the first to be halted and the last to be reinstated. It is crucial to be have access to education regardless of whether you are an international protection applicant or status holder or if you plan to resettle in another country or go back to your country. It helps the children develop skills, stability as well as  integrate them socially and academically into the education system.

Language barriers

In a study conducted, it was seen that the main problem was that of language. The employed teachers did not speak Arabic, and the children, in this case, did not speak Turkish. There are no activities carried out within the classroom setting to facilitate their learning. There is no varied material brought in to help aid their understanding. Teachers need to be provided with vocational training to better facilitate the learning process for refugee children through teaching strategies and teaching aids.

The teachers have little to no awareness on these refugee children, not just from an educational point of view but also on a psychological level. A majority of these students have been subjected to post-traumatic stress disorder, primarily due to the conditions they are coming from.

The children’s communication barrier furthers the issue within education. When the refugee children are put with other students who can speak the Turkish language, they are often subject to mockery, lack confidence and isolation due to the language barrier.

Syrian children and youngsters attending informal education and integration courses at Relief International communıty centre.
Photo by: EU/ECHO/Abdurrahman Antakyali , Gaziantep.

Familial background and trauma

In a gender analysis carried out in 2019 to explore the Syrian refugee journey with a focus on the difficulties encountered by refugees in Turkey, it was observed that a notable portion of Syrian refugee children were not attending school. Among those who were in school, there were elevated levels of trauma. This significantly undermined the educational advancement of these children.

Children were initially not sent to schools since parents felt their stay in the country where they sought asylum would be temporary. However, once the families realised the permanency of their residency in Turkey, the enrolment rate in schools by refugee children steadily increased.

Research has consistently shown the positive effects of education on children who experience post-traumatic stress and develop coping and resilience skills. This can prove particularly helpful and effective for refugee children in the long run.

However, despite the positive impact education has, it comes with complications. An unstable or unsupportive home environment hinders a smooth educational process for these children and impacts the quality of education.

Refugee families typically find themselves having lost all they had. This, alongside  the financial strain, forces their children into early marriage, leading them to drop out of school. Worth mentioning, is that in 2020 there was a drop in boys attending school. It was seen that reasons such as sending children to work due to augmented economic hardship were one of the reasons to withdraw boys from schools.

Decline in services

Natural disasters, epidemics and wars spare no children. Turkey was gripped by conflict following Covid-19 and the earthquake in February 2023. Refugee children are often subject to poverty, poor living conditions, minimal access to safe drinking water, healthcare and food, as well as compelled to work owing to the unfavourable economic circumstances faced by the family, leading to the children being forced to neglect their education. The Conditional Cash Transfer for Education for Syrians and Other Refugees and the Promotion of Integration of Syrian Children into Turkish Education were seen as ways to address the economic barriers to enrolment and attendance.

These children have been victims of distressing experiences at a young age, such as the maiming and death of their near and dear ones. Due to the unstable environment, this results in a delay with their access to education. These children may end up receiving education in inadequate educational facilities, thus hindering their ability to fully grasp and unleash their full potential.

Racism and xenophobia

Instances of racist and xenophobic assaults have experienced a substantial rise as well. This has been further exacerbated by various politicians within the country. This continues to subject refugees from Syria and other places in constant danger throughout schools, homes and workplaces. Taking into consideration the duty Turkey has towards its refugees, especially as a signatory to the UN Refugee Convention, the politicians, members of the government, policymakers, and other influential persons should make a conscious effort not to instigate animosity towards refugees within the country.

Teachers and other resource persons need to make a conscious effort to bring awareness among the children of the host state that discrimination, racism, bullying, and other such acts are unacceptable behaviour. The citizens or parents of the students of the host state also need to be made aware to end discriminatory treatment towards these refugee children and teach their children to be respectful towards their fellow peers. Basic language skills among refugee children would allow for both parties to have a basic level of interaction. If not, refugees will persist in grappling with the notable issue of being excluded and marginalized.

The host nation must actively strive to comprehend the challenges that refugees encounter within an educational environment, encompassing issues like bullying, discrimination, language barriers, and similar concerns. These factors impact the necessity of forging connections and fostering a sense of belonging.

Hatay, Turkey, 9 February 2023. Members of the UK’s International Search & Rescue Team continue working in coordination with other search and rescue teams looking for survivors. Photo by UK ISAR Team

February 2023 earthquake

The earthquake that struck the nation in February 2023 has exacerbated the challenges faced by refugees. Basic resources, such as education, are now inaccessible for children. Several schools are being repurposed as shelters for those affected by the earthquake.

UNICEF has managed to help 140,000 children with access to formal or non-formal education and has provided more than 260,000 children with access to mental health and psychosocial support. UNICEF and AFAD have played an active role in helping the Ministry of National Education with temporary education measures such as tents for catch-up classes and exam preparation. However, even UNICEF recognises the need for longer-term support needed for rebuilding and recovering the lives of these children and their families.

It is a common pattern that education, particularly for vulnerable groups, tends to be disregarded and relegated to a lower priority. This situation could potentially push these vulnerable children into engaging in child labor as a means of supporting themselves or their families during these challenging circumstances. The increase in bias and impoverishment persists among these Syrian refugees, and when combined with the restricted educational access, they find themselves compelled to work merely to sustain their livelihoods.

Conclusions

The hosting country should make efforts to guarantee the integration of displaced children, regardless of their specific classification as refugees, internally displaced persons, asylum seekers, or unaccompanied minors, into the local education system in their respective residential areas.

Considering the massive influx of migration that Turkey receives due to global humanitarian crises, it would be wise if Turkey took an active initiative not only in policy-making but in its implementation regarding the education situation for said displaced children.

Partners within the country as well as internationally should step up to help the Turkish authorities by equipping them with the required support in the form of financial aid, technical assistance, expertise in terms of teachers who have the talent to speak the relevant languages, subject knowledge and to be able to cater to the different kinds of difficulties that come with teaching children that are coming from volatile environments.

It’s important to acknowledge that a teacher tasked with educating refugee children, along with those who are internally displaced, asylum seekers, or unaccompanied minors, is instructing a group that faces challenges beyond what is typically encountered in a standard classroom setting.

These children may have disabilities from birth or due to violence in their countries, have seen family members and friends killed or injured, or have even been victims of sexual violence. It’s highly probable that their education might have been disrupted well before their arrival in the host country. As a result, teachers in these contexts need to possess not only strong teaching skills but also a profound understanding of their classroom environment and a sensitivity to the unique situations they are confronted with. This is a difficult challenge.

The host country and other partners assisting the host country must also be mindful of this fact while hiring teachers and other resource persons. Education, especially for refugees, is exceptionally beneficial for social restructuring and socioeconomic development. 

As the viability of the Turkiye Compact is under ongoing evaluation, particularly given the difficulties involved, its execution would notably contribute to supporting Turkey and enhancing the nation’s economy. Additionally, it would assist refugees in achieving greater self-sufficiency and decreasing their reliance on humanitarian aid funding.

Introducing a universally recognized certification system for these children would enhance the ease of educational transitions, if they were to occur. This system would facilitate enrollment, attendance, retention, progression, and completion, fostering a more inclusive, equitable, and high-quality education for both refugee children and youth.

Ignored, bullied, rejected and discriminated against are common words used to describe the experience of refugee children in schools. It is high time this narration and plight are changed. Turkey must uphold its treaty obligations under the 1951 Refugee Convention, International Covenant on Civil and Political Rights (ICCPR), Convention against Torture and continue to uphold the principle of nonrefoulement. Ensuring education provides a robust platform for children to be emboldened and enrich their future.  It is an immense responsibility that should be shouldered by the state and non-state actors at the local, national and international levels to maximise all efforts to ensure a safe space for these children.

References

More than half of all refugee children are out of school

Written by Isaac Kuugaayeng

Education is a basic human right and tool that can transform individuals’ lives and yield more significant societal change. Education empowers, enlightens, and gives protection. Maybe not everyone is fond of the traditional schooling system of their own country, but no one can deny the power of learning – and this is what we should stand for. So, useful or not, knowledge should still be easier to access. Those who want to learn should be able to do so, especially in this era of digitalization, where many valuable teaching and learning tools can now be stored and accessed on the internet. The developed world can boast about parents waking their younger kids, preparing and taking them to daycare. Older kids and teenagers eagerly enter through the gates of their educational institutions in their parents’ cars or their school buses with beaming smiles on their faces.

According to the UN High Commissioner for Refugees, school is where refugees are offered a second opportunity. Failure to make this opportunity available to refugees will be an absolute denial of the chance to acquire the requisite knowledge and skills, which will be a springboard for their future development. Pathetic enough, it appears education is only a privilege in some parts of the world. The situation is worse in conflict areas where the conditions for providing education are incredibly challenging. There are 75 million children living in places devastated by violence, which means that educational institutions are under attack, and students and teachers get hurt.  In many refugee camps, there is no daycare. There are no schools or other educational institutions, let alone universities. Some people in these parts do not even know that such establishments exist. The chances for learning are slim, and education is consistently dwindling now and then, with the illiteracy rate skyrocketing. According to the UN Refugee Agency report from August 2019, about 3.7 million refugee children do not attend school. The statistics from the UNHCR indicate that as of August of last year, only 24 % of refugee children were enrolled in secondary school, while scarcely 3 % attended university.

The gross decline in the drop out of school by refugee children could be a result of the lack of funding for refugee education. In many refugee camps, the basic infrastructure needed to support schooling are readily unavailable because of the lack of funding from central and local governments, private sector individuals, civil society organizations and NGOs, churches etc. 

Syrian refugee children attend a lesson in a UNICEF temporary classroom in northern Lebanon. Photo by Russell Watkins/DFID

Moreover, for many refugees, their survival is their principal concern. Focus on education will only be futile for some refugees because their minds are not mentally and psychologically psyched enough to take the academic burden that may set in when they enroll in schools. Hence, access to education is often overlooked and seen as a secondary matter, and its importance is degraded. The displacement of refugees usually lasts from 10 to 20 years. In a worst-case scenario, this can lead to a 20-year-old or older person without any education or the will to pursue it. It often shows that age is a massive barrier to pursuing education, especially elementary. The older people get, the less confidence they have in themselves regarding learning. Even in instances where these refugees defy the odds and make it a point to still go to school, the chances of going far and getting into university or college are so slim.

As said by Gandhi, there is a need for greater investment in refugee education to ensure that children who are victims of such circumstances do not just have their future shattered but will get the chance to be educated and make meaningful contributions to society. This implies that educating refugee children does not result in any ‘instant’ benefit. It does not provide shelter, nor does it feed hungry mouths. But it brings hope and gives purpose, drawing these children toward a better and fulfilled future. In many countries, educating refugees is daunting as they are frequently stationed in parts where the countries in question struggle with educating their citizens. Still, some refugee camps offer basic schooling. It may not be of the most excellent quality, but it helps ignite interest in learning. Studying can provide a daily structure, which is of high importance in the misplaced life of a refugee child. Many of them are alone, not accompanied by their families, and learning in classes with other children provides foundations for further education and the comforting company of others.

It is important to note that not only is the inclusion of refugee children into the school system a critical issue, but also for the greater good of society. This suffices to say that the inclusion of refugee children into the school should not be limited to just some unofficial parallel schools, but rather the recognized national education system as this will give them a chance to follow a formal, recognized curriculum through pre-primary, primary and secondary school. This will provide them with the credentials that will allow them to pursue higher education or more technical training. Education gives children a sense of normality and teaches them about life outside of their current, vulnerable environment. One of the education briefs of the UNHCR stated that “Educated children and youth stand a greater chance of becoming adults who can participate effectively in civil society in all contexts.” Going to school allows easier integration into the new environment. The approach to educating refugees will be more impactful and rewarding than ever. Turkey, for instance, provides Turkish language training to help refugees integrate more quickly. Children feel more secure going to school if they at least understand the language basics. They can better follow the lessons and feel included and like they belong.

There have been more substantial improvements in the situation than years ago. However, there is still room for bettering the situation. We cannot anticipate any significant change if we do not strive to improve the world in every way possible. Governments across the globe can contribute to making the situation better. Private individuals, churches, and societies who wish to make the world a better place can also donate to many nonprofit organizations to make better the condition of refugee children and reduce the steep decline in the dropout. Also, there are a lot of people who leave their comfortable homes and nations in order to aid and educate young children who have probably never even seen a book in their lives, and such individuals deserve the support of the world in such a great course.

Sources:

https://www.weforum.org/agenda/2019/02/millions-are-still-out-of-school-this-is-the-worlds-plan-to-change-that/

https://openknowledge.worldbank.org/bitstream/handle/10986/29956/HighCostOfNotEducatingGirls.pdf?sequence=6&isAllowed=y

https://www.unhcr.org/education.html

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Turkey: Submission to the UN Committee on the Rights of the Child

Written by Matilde Ribetti

Human Rights Watch is an international nonprofit organization whose goal is to conduct research and promote respect for human rights at a global level. Through its submissions to the UN Committee on the Right of the Child (the Committee), the organization aims to raise awareness and highlight critical elements of a country’s profile concerning its human rights conditions to make the Committee assessment as truthful and effective as possible.         

In the report on Turkey proposed for the 93rd session of the Committee, Human Right Watch focused on three primary directives: the situation of migrant children, including their access to education and healthcare, the information on government-endorsed online learning during the Covid-19 pandemic and the protection of education from attack. 

Syrian refugee children in Turkey. Photo by UNICEF.

The situation of migrant children

The first of the issues analyzed are among the most relevant when contextualized in the Anatolian scenario: Turkey is known to be one of the major transit countries on the Mediterranean migration routes. The reasons for this go back mainly to the country’s geographic location: situated midway between the Middle East and Europe, Turkey is surrounded by a conspicuous number of countries facing political issues and security concerns constituting major push factors for migrating populations. In addition, cultural affinity with countries in the area, in terms of religious and social cultures, acts as a pull factor shaping migration routes.

Yet, the development of Turkey as an immigration country is relatively recent compared to the long history of emigration, involving at least the last three generations of Turkish citizens. In the early 1960s, the phenomenon of labour migration to Western Europe, especially to Germany, proved to be conspicuous, fostering the formation of extensive Turkish communities in most Western European countries.                          

However, the paradigm has reversed as Turkey has become a primary host country for people moving North. From the mid-1990s to the early 2000s, irregular immigration into the country substantially accelerated, with the most important countries of origin being Iraq, Pakistan, Afghanistan, Iran and Bangladesh.                                                    

As a direct consequence, in recent years, the Anatolian legislature has passed a vast number of measures aimed at regulating flows, imposing more penalties on human smuggling and strengthening border protections. In addition, over the years, stricter visa requirements have been implemented under EU pressure to combat irregular migration and control the influx of asylum seekers.                                                           

Indeed, it can be said that the role as a transit country has, in part, been politically constructed as a result of the concurrence of three main factors: the expansion of the European Union to the Southeast, the originally lax migration regime, and the difficulty of patrolling rugged land borders. Most importantly, the EU has played a crucial role in Turkish migration policies since the last decade, as evidenced by the EU-Turkey statement. The latter came into effect in March 2016, and it is the main agreement regulating the country’s external control policies. It further obligates the EU to provide a six-billion-euro facility to fund humanitarian aid, improve access to educational services and promote the socio-economic integration of refugees in exchange for a policy of curbing and closing borders by Turkish authorities.         

Yet, it appears that both sides didn’t fully comply with the agreed conditions: while the Union has not paid the expected amount into Turkish coffers, Ankara has not shown itself capable, if unwilling, of effectively providing migrants with the promised humanitarian aid. The report of Human Rights Watch documents several cases of mistreatment, abuse and killing of migrant children. Children are locked up in detention camps and abused by authorities without any age assessment being conducted as prescribed by the UN guidelines on Policies and Procedures in Dealing with Unaccompanied Children Seeking Asylum.                    

Among the first actions that Turkish authorities should take when confronted with a situation in which a minor is involved, there is to ensure that unaccompanied children seeking admission into the EU are identified as such promptly and on a priority basis. This ensures that a guardian or adviser is appointed for each minor, an interim care regime is established, and procedures to introduce children into the educational system are activated.                               

In contrast to that, Human Rights Watch sources report that authorities, in breach of the principle of non-refoulment and respect to life and bodily integrity, subjected migrants to physical abuse of different kinds, starting from deprivation of food and water to beatings and imprisonment. The border guards’ abuse peaked with the murder of several migrants, including an unidentified minor and a 15-year-old Syrian boy.                                                        

Based on this, Human Rights Watch asks the Committee to call on the Turkish government to “immediately halt pushbacks from Turkish territory and at Turkey’s borders.” For the protection of young migrants by border officials, it is crucial to accept an individual’s declared age if there is a reasonable possibility that the person is a child. In such cases, the border police should expeditiously transfer those individuals to the care of child protection authorities and promptly assign them a guardian. The authorities should ensure age assessment examinations are conducted according to international standards.” Furthermore, it is urgent to “ensure that full and fair consideration is given to all claims for international protection, including age-appropriate examination of child asylum claims by specially trained adjudicators.” If the government is responsive to these demands, safeguarding migrant children’s rights will be improved.                             

The information on government-endorsed online learning during the Covid-19 pandemic

Another crucial aspect of the analysis reported by the organization concerns the resources and means allocated to online education conducted during the quarantine period due to Covid-19.

Human Rights Watch investigated two education technology (EdTech) products used by the Turkish government, Eğitim Bilişim Ağı (EBA) and Özelim Eğitimdeyim, during the COVID-19 pandemic. Both apps tracked and identified children’s devices using techniques designed for advertising purposes and sent this information to third-party companies. These data practices were neither necessary nor proportionate for these products to serve educational purposes and were found to infringe on children’s privacy. Children who relied on these apps as their primary source of education could not object to such surveillance, and the education ministry did not take measures to prevent or mitigate these abuses.                         

In light of the report’s findings, the organization calls for, among other provisions, an amendment of the existing data protection law, “the Law on the Protection of Personal Data No. 6698 (2016), in order to adopt child-specific data protections that address the significant child rights impacts of the collection, processing, and use of children’s personal data.”        

Moreover, it is imperative to ensure that children’s privacy is protected by removing all tracking technologies from EBA and Özelim Eğitimdeyim and deleting any data collected from them during the pandemic. Furthermore, providing solutions for children whose information was collected using these platforms is necessary.               

In light of these recommendations, the organization hopes that the Committee will conduct a comprehensive evaluation, taking into account the most significant issues affecting young people residing in Turkey and that prompt action can be taken to address them.          

Bibliography

 Duvell, F. (2012). “Transit Migration: A Blurred and Politicized Concept.” Population, Space and Place 18: 415-42                                                

Içduygu, A. and Yükseker, D. (2012). “Rethinking Transit Migration in Turkey: Reality and Re-presentation in the Creation of Migratory Phenomenon,” Population, Space and Place 18: 441-456.                                                        

Franck Düvell (2018) The ‘Great Migration’ of summer 2015: analyzing the assemblage of key drivers in Turkey, Journal of Ethnic and Migration Studies, DOI: 10.1080/1369183X.2018.1468385                                   

Kuschminder, K. et al. (2019) Decision Making on the Balkan Route and the EU Turkey Statement. WODC Report.                                               

https://www.hrw.org/topic/united-nations

https://www.unhcr.org/media/guidelines-policies-and-procedures-dealing- unaccompanied-children-seeking-asylum

https://www.hrw.org/news/2023/04/26/turkey-submission-un-committee-rights-child