在土耳其，内斯利安曾长期担任化学、物理和生物教师。当她来到荷兰时，她渴望再次开始教学。幸运的是，找到一份工作并不困难。通过 “Statushouders voor de Klas项目”，她学到了荷兰学校系统的运作方式，这最终帮助她获得了一份实习工作。此外，内斯利安还在一所学校担任过志愿者。在那里，她在阿姆斯特丹的阿波罗高中担任技术教学助理。在同一所学校工作了一段时间后，她得到了提拔，被允许每周教两天书。明年，她将只教学，而不再担任助理工作。
Neslihan è una rifugiata turca giunta nei Paesi Bassi per costruirsi una nuova vita con il marito e i due figli.
Nell’agosto del 2018, Neslihan si è lasciata alle spalle la sua vita in Turchia ed è fuggita in Grecia. Lì ha trascorso tre mesi prima di arrivare in Olanda. Ha vissuto con la sua famiglia in una casa popolare ad Amstelveen per alcuni anni. Ha vissuto con la sua famiglia per 19 mesi in diversi centri di accoglienza dei Paesi Bassi. Neslihan afferma: “Conosco i Paesi Bassi meglio di un olandese medio”.
In Turchia, Neslihan ha lavorato a lungo come insegnante di chimica, fisica e biologia. Quando è arrivata nei Paesi Bassi, non vedeva l’ora di ricominciare a insegnare. Fortunatamente, trovare un lavoro non è stato difficile. Grazie al progetto “Statushouders voor de Klas”, le è stato spiegato il funzionamento del sistema scolastico olandese, permettendole di ottenere un tirocinio. Inoltre, Neslihan ha lavorato come volontaria in una scuola. Ha lavorato come assistente tecnico all’insegnamento presso il liceo Apollo di Amsterdam. Nella stessa scuola ha avuto modo di crescere e, dopo un po’, le è stato permesso di insegnare due giorni alla settimana. L’anno prossimo insegnerà soltanto e non lavorerà più come assistente.
Perché ha deciso di diventare insegnante?
“Mi piace insegnare, non lo vedo come un lavoro perché è una mia passione”. Insegna ormai da 18 anni e continua a divertirsi molto. Dopo aver completato la sua formazione, ha iniziato subito a insegnare. Ha scelto di diventare insegnante di chimica, fisica e biologia perché aveva i voti più alti in queste tre materie e le trovava interessanti.
Perché ha deciso di venire nei Paesi Bassi?
“Leggiamo su Internet e nei telegiornali e spesso sentiamo dire che nei Paesi Bassi le persone sono libere e possono condividere le loro opinioni o idee. Purtroppo, non è lo stesso in Turchia, dove non si è liberi e non si può dire ciò che si vuole. Persino i bambini finiscono spesso in prigione per aver rivelato le loro opinioni”. Per questo motivo, anche il fratello e la sorella di Neslihan sono venuti nei Paesi Bassi con le loro famiglie. Neslihan vede la sua famiglia ogni settimana.
Quali sfide ha dovuto affrontare quando è arrivato nei Paesi Bassi?
Neslihan è una rifugiata politica e nel suo Paese è stata considerata una terrorista a causa delle sue idee. Con tutta la sua famiglia, è dovuta fuggire dalla Turchia in barca. Il viaggio per arrivare nei Paesi Bassi è stato intenso. Ha dovuto pagare molti soldi e negoziare con i trafficanti di esseri umani, il che può essere molto pericoloso.
Inoltre, Neslihan voleva imparare l’olandese, cosa che all’inizio è stata piuttosto difficile. Non essendo obbligata a integrarsi, non ha potuto seguire un corso gratuito di olandese durante il suo soggiorno in AZC. Tuttavia, ha imparato un po’ di olandese da amici e volontari dell’AZC.E di ciò è molto grata. Neslihan voleva integrarsi e assimilarsi, quindi la comprensione della lingua era fondamentale. Dopo una lunga battaglia, è finalmente riuscita a ottenere un prestito con il quale ha potuto frequentare un corso.
A volte ha ancora problemi con la lingua olandese, in particolare con “er” e le diverse preposizioni che trova difficili. Inoltre, non capisce ancora alcune espressioni olandesi, ma è sicura che alla fine tutto si risolverà.
Quali sono le differenze tra il sistema scolastico turco e quello olandese?
“Non ci sono molte differenze, credo. Certo, alcune cose sono abbastanza simili. Per esempio, gli adolescenti sono solo adolescenti e si comportano sempre nello stesso modo, ma gli studenti nei Paesi Bassi hanno sempre la possibilità di andare avanti grazie ai diversi livelli scolastici. Pertanto, il sistema dei Paesi Bassi è migliore perché c’è questa possibilità”. Neslihan spiega che in Turchia c’è un solo livello e che ogni studente deve imparare le stesse materie e sostenere lo stesso esame. Quindi, se questo livello è troppo alto, non si ha un’altra possibilità di continuare a studiare, ed è per questo che molti giovani abbandonano la scuola.
Un’altra grande differenza è che nei Paesi Bassi c’è poca gerarchia. “Il mio direttore e il mio team leader sono solo miei colleghi. Siamo considerati uguali e trattati allo stesso modo. Posso chiamarli per nome. In Turchia, invece, bisogna rivolgersi a tutti con signore o signora. Non voglio più gerarchie in Turchia; vorrei cambiare questa situazione”.
C’è qualcosa che vorreste condividere?
“Vorrei dire che siamo tutte persone che possono vivere insieme, basta avere rispetto per gli altri. Bisogna trattare tutti con rispetto e creare un’atmosfera sicura e piacevole. Siamo venuti qui per la nostra libertà e l’Olanda ci ha dato molti diritti. Pertanto, dovete fare qualcosa per i Paesi Bassi; dovete usare le vostre capacità per aiutare qui, per integrarvi. Fare il primo passo è facile: salutare i vicini, ad esempio, o semplicemente chiacchierare con qualcuno ed essere gentili”.
Neslihan ha anche voluto ricordare a tutti che molte persone sono ancora minacciate in Turchia o dimenticate in prigione. Si può sempre fare qualcosa per loro, ad esempio condividendo qualcosa su Twitter o parlandone.
Translated by Matilde Ribetti from the original https://brokenchalk.org/story-of-neslihan-ozcan-sahin-after-all-her-struggle-a-refugee-teacher-begins-to-teach-again/
Neslihan, kocası ve iki çocuğuyla yeni bir hayat kurmak için Hollanda’ya Türkiye’den gelen bir mülteci.
Neslihan, Ağustos 2018’de Türkiye’deki hayatını geride bırakarak Yunanistan’a göç etti. Hollanda’ya gelmeden önce orada üç ay geçirdi. Birkaç yıldır ailesiyle birlikte Amstelveen’de bir sosyal konutta yaşıyor. Ailesiyle birlikte 19 ay boyunca Hollanda genelinde farklı sığınmacı merkezlerinde yaşadı. Neslihan, “Hollanda’yı ortalama bir Hollandalı’dan daha iyi tanıyorum” diyor.
Neslihan Türkiye’de uzun süre kimya, fizik ve biyoloji öğretmeni olarak çalıştı. Hollanda’ya geldiğinde tekrar öğretmenlik yapmaya başlamak için çok hevesliydi. Neyse ki iş bulmak zor olmadı. “Statushouders voor de Klas projesi” yardımıyla Hollanda’daki okul sisteminin nasıl çalıştığı öğrendi ve bu da onun daha sonra stajyerlik yapmasına yardımcı oldu. Neslihan ayrıca Amsterdam’daki Apollo lisesinde teknik öğretim asistanı rolünde gönüllü olarak çalıştı. Aynı okulda kendini geliştirdi ve bir süre sonra haftada iki gün öğretmenlik yapmayı hak etti. Gelecek yıl sadece öğretmenlik yapacak ve artık asistan olarak çalışmayacak.
Neden o dönemde öğretmen olmaya karar verdiniz?
“Öğretmekten zevk alıyorum; bunu bir iş olarak görmüyorum çünkü bu benim bir tutkum.” Neslihan 18 yıldır öğretmenlik yapıyor ve hala bundan gerçekten memnun. Eğitimini tamamladıktan sonra hemen öğretmenliğe başladı. Bu üç konuda en yüksek notları aldığı ve eğlenceli bulduğu için kimya, fizik ve biyoloji öğretmeni olmayı seçti.
Neden Hollanda’ya gelmeye karar verdiniz?
“İnternette ve haberlerde okuduk ve Hollanda’da insanların özgür olduğunu ve fikirlerini paylaşabildiğini duyduk. Ne yazık ki, özgür olmadığınız ve istediğinizi söyleyemediğiniz Türkiye’de durum böyle değil. Çocuklar bile fikirlerini açıkladıkları için sık sık hapse girerler”. Bu nedenle Neslihan’ın abisi ve ablası da aileleriyle birlikte Hollanda’ya geldi. Neslihan ailesi ile her hafta görüşüyor.
Hollanda’ya geldiğinizde ne gibi zorluklarla karşılaştınız?
Neslihan siyasi bir mülteci ve görüşlerinden dolayı kendi ülkesinde terörist olarak görülüyordu. Tüm ailesiyle birlikte tekneyle Türkiye’den kaçmak zorunda kaldı. Hollanda’ya gelme yolculuğu yoğundu. Çok para ödemek ve insan kaçakçılarıyla pazarlık yapmak zorunda kaldı ki bu oldukça tehlikeli bir durumdu.
Ayrıca Hollandaca öğrenmek isteyen Neslihan için ilk başta bu oldukça zordu. O sırada uyum sağlamak zorunda olmadığı için, sığınmacı merkezinde kaldığı süre boyunca ücretsiz bir Hollandaca dil kursu alamamıştı. Ancak, sığınmacı merkezindeki arkadaşlarından ve gönüllülerden biraz Hollandaca öğrendi. Bunun için çok minnettar olduğunu ifade etti. Neslihan bütünleşmek ve asimile olmak istiyordu, bu yüzden dil anlayışı bunun gerçekleşmesi için bir temeldi. Uzun bir mücadeleden sonra nihayet bir kursa gidebileceği kadar borç para almayı başardı.
Arada sırada, özellikle ‘er’ ve zor bulduğu farklı edatlar olmak üzere, Hollandaca’da hala sorun yaşıyor. Ayrıca, bazı Hollandaca ifadeleri henüz anlamıyor, ancak zamanla daha iyi olacağına inanıyor.
Türk ve Hollanda okul sistemleri arasındaki farklar nelerdir?
“Bence çok fazla fark yok. Elbette bazı şeyler oldukça benzer. Örneğin, ergenlik çağındaki çocuklar genelde aynı şekilde davranırlar, ancak Hollanda’daki öğrenciler, farklı okul seviyeleri nedeniyle her zaman farklı yönlere devam etme şansına sahipler. Bu nedenle, Hollanda’daki sistem daha iyi çünkü bu şans mevcut.” Neslihan, Türkiye’de tek seviye olduğunu, her öğrencinin aynı konuları öğrenmesi ve aynı sınava girmesi gerektiğini anlatıyor. Dolayısıyla, bu da seviyeyi yükseltiyor, okumaya devam etmekten başka bir seçenek bırakmıyor, bu yüzden birçok genç okulu bırakıyor.
Bir başka büyük fark da Hollanda’da çok az hiyerarşi olmasıdır. “Müdürüm ve ekip liderim sadece benim meslektaşlarım. Aynı görüldüğümüz için aynı muameleyi görüyoruz. Onlara isimleriyle hitap edebiliyorum. Türkiye’de herkese bay veya bayan diye hitap etmek zorundasınız. Türkiye’de daha fazla hiyerarşi istemiyorum; bunu değiştirmek isterdim.”
Paylaşmak istediğiniz bir şey var mı?
“Hepimizin bir arada yaşayabiliriz, yeter ki birbirinize saygı duyalım. Herkese saygılı davrarak güvenli ve güzel bir atmosfer yaratmalısınız. Biz buraya özgürlüğümüz için geldik, Hollanda da bunu sağladı. Bize birçok hak verildi. Bu nedenle, Hollanda için bir şeyler yapmak, buradakilere yardım etmek, entegre olmak için becerilerinizi kullamak gerekli. Komşularınıza merhaba demek ya da sadece sohbet açmak ve kibar olmak gibi ilk adımları atmak kolaydır.”
Neslihan ayrıca Türkiye’de birçok kişinin hala tehdit altında olduğunu veya hapiste olduğunu herkese hatırlatmak istedi. Twitter’da paylaşım yapmak veya bu konularda konuşmak gibi her zaman bu insanlar için bir şeyler yapabilirsiniz.
Translated by Müge Çınar from the original https://brokenchalk.org/story-of-neslihan-ozcan-sahin-after-all-her-struggle-a-refugee-teacher-begins-to-teach-again/
Neslihan is a refugee from Turkey who came to the Netherlands to build a new life with her husband and two children.
In August 2018, Neslihan left her life in Turkey behind and fled to Greece. There she spent three months before coming to the Netherlands. She has lived with her family in social housing in Amstelveen for a few years. She lived with her family for 19 months in different AZCs throughout the Netherlands. “I know the Netherlands better than an average Dutch person”, Neslihan claims.
In Turkey, Neslihan had long worked as a chemistry, physics, and biology teacher. She was eager to start teaching again when she came to the Netherlands. Fortunately, finding a job was not difficult. Through the “Statushouders voor de Klas project,” she was taught how the Dutch school system works, which eventually helped her secure an internship. In addition, Neslihan has worked as a volunteer at a school. There she was working as a technical teaching assistant at the Apollo high school in Amsterdam. At the same school, she was able to grow and, after a while, was also allowed to teach two days a week. Next year she will only teach and no longer work as an assistant.
Why did you decide to become a teacher at the time?
“I enjoy teaching; I don’t see it as a job because it’s a passion of mine.” She has been teaching for 18 years now and still really enjoys it. After completing her education, she started teaching right away. She chose to become a chemistry, physics, and biology teacher because she had the highest grades in these three subjects and found them fun topics.
Why did you decide to come to the Netherlands?
“We read through on the Internet and the news and often heard that in the Netherlands, people are free and can share their opinions or ideas. Unfortunately, this is not the case in Turkey, where you are not free and cannot say what you want. Even children often go to prison for revealing their opinions”. Because of this, Neslihan’s brother and sister also came to the Netherlands with their families. Neslihan sees her family every week.
What challenges did you face when you came to the Netherlands?
Neslihan is a political refugee and was considered a Terrorist in her own country because of her views. With her whole family, she had to flee Turkey by boat. The journey to come to the Netherlands was intense. She had to pay much money and negotiate with people smugglers, which can be pretty dangerous.
In addition, Neslihan wanted to learn Dutch; this was quite difficult at first. Because she was not obligated to integrate then, she could not take a free Dutch language course during her stay in the AZC. However, she learned some Dutch from friends and volunteers in the AZC. For this, she is very grateful. Neslihan wanted to integrate and assimilate, so her language understanding was fundamental. After a long struggle, she finally managed to borrow money with which she was able to take a course.
Occasionally she still has trouble with the Dutch language, especially ‘er’ plus the different prepositions she finds difficult. In addition, she does not yet understand certain Dutch expressions, but she believes this will eventually work out.
What are the differences between the Turkish and Dutch school systems?
“There are not many differences, I think. Of course, some things are quite similar. For example, adolescents are just adolescents and behave the same in certain ways, but the students in the Netherlands always have the chance to move on because of the different school levels. Therefore, the system in the Netherlands is better because that chance is available.” Neslihan explains that in Turkey, there is only one level and that every student has to learn the same subjects and take the same exam. So, if this level is too high, you don’t have another option to continue studying, which is why many young people drop out of school.
Another big difference is that there is little hierarchy in the Netherlands. “My director and my team leader are just my colleagues. We are seen as the same and treated the same. I can call them by their name. In Turkey, you have to address everyone by sir or ma’am. I want no more hierarchy in Turkey; I would like to change that”.
Is there anything you would like to share?
“I would like to say that we are all people who can just live together; you just have to have respect for one another. You must treat everyone respectfully and create a safe and nice atmosphere. We came here for our freedom, and Holland has given us many rights. Therefore, you have to do something for the Netherlands; you have to use your skills to help here, to integrate. Taking that first step is easy: saying hello to your neighbours, for example, or just chatting with someone and being nice.”
Neslihan also wanted to remind everyone that many people are still threatened in Turkey or forgotten in prison. You can always do something for them, for example, by sharing something on Twitter or talking about it.
Education is a human right that should be accessible to all individuals, regardless of their circumstances. In Palestine, the quality and accessibility of education have been significantly impacted by ongoing occupation and colonization, political instability, and economic challenges. This article will discuss the current state of education in Palestine, focusing on the quality and accessibility of education. The article will also explore the challenges that students and educators face and examine some of the initiatives that have been implemented to improve the quality and accessibility of education in Palestine.
The Palestinian territories include the West Bank and the Gaza Strip, which are geographically separated from each other. The Palestinian National Authority (PNA) is responsible for the education system in the West Bank, while Hamas controls the education system in Gaza. In the last 27 years, Palestinian educators have had to overcome severe problems due to the Israeli occupation[1] – including but not limited to frequent closures of educational institutions and the banning of textbooks and other educational materials. Education in Palestine is compulsory and free for children between the ages of six and fifteen. In 2018 UNICEF reported that across the state of Palestine, 95.4 percent of children were enrolled in formal education[2]. However, out of all the children in school in Palestine, nearly 25 percent of boys and 7 percent of girls drop out after the age of 15[3]. Furthermore, 22.5 percent of boys and 30 percent of girls with a disability, between the ages of 6 and 15 years, have never enrolled in school[4]. This is due to increasing poverty and the Israeli occupation of Palestine which has a significant impact on the accessibility and the quality of education available to children.
Quality of Education
The quality of education in Palestine has been greatly affected by the ongoing occupation, colonization, and political instability. During the first 10 years of the Israeli occupation, no new schools were built in Palestine, significantly hindering the expansion of educational facilities in the region, and resulting in the decline of the number of educators available in contrast to the increasing population[5]. Due to the lack in the number of educational facilities and thus educational staff, classrooms have become overcrowded with up to 40 to 60 students in a single classroom, making it difficult for teachers to provide individual attention and support to each student[6]. This can result in students falling behind and struggling to keep up with their peers. For those seeking a brief escape from daily stressors, platforms like pin up 085 offer entertainment and a chance to unwind.
According to a report by the United Nations Educational, Scientific and Cultural Organization[7], the shortage of resources and facilities is another one of the main challenges facing education in Palestine. Many schools lack basic amenities such as textbooks, computers, and laboratories, and many teachers are not properly trained and do not have access to modern teaching methods and technologies. Lack of funding and the banning of books and educational materials limit the resources available to students in school libraries[8]. Many extracurricular activities which are essential for the social and cultural development of students have been banned by Israeli authorities. Due to this lack of facilities, almost half the Palestinian children in East Jerusalem are forced to attend private or unofficial educational institutions[9].
The quality of education in Palestine is also affected by the lack of political stability and safety in the region. According to a report by Save the Children (2020)[10], the ongoing conflict and political instability have resulted in frequent school closures and disruptions to the academic calendar, leading to students missing out on valuable classroom time and falling behind in their studies. Almost half a million children in Palestine require humanitarian assistance to access quality education[11]. There are frequent closures of the Gaza Strip, and West Bank – including East Jerusalem – during times of violent attacks by Israel, restricting any physical access to daily activities and essential services such as health care, water, and education[12]. Children also regularly experience fear of violence and intimidation as they must frequently pass through checkpoints or commute by settlements to get to schools located in high-risk areas[13].
Accessibility of Education
The accessibility of education in Palestine is affected by several factors. According to a report by the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) (2021)[14], one of the main factors affecting accessibility is the physical separation between the West Bank and Gaza. This separation makes it difficult for students to move between the two regions and can result in students missing out on educational opportunities and resources that are only available in one region. Children usually must travel long distances to get to school. A parent talking about his 10-year-old son living in the Shuafat refugee camp said that his son spends four hours each day traveling to and from school for the monthly cost of £85, while his other child takes a three-hour journey to a different school[15]. As discussed earlier, the impact of the Israeli occupation on access to education is also a significant factor. According to a report by the International Committee of the Red Cross (ICRC) (2021)[16], students and teachers often face checkpoints, roadblocks, and other obstacles. In some cases, schools have been closed or destroyed during military operations, resulting in the displacement of students and teachers.
The economic situation in Palestine also affects the accessibility of education. According to UNICEF (2018), many families struggle to afford the costs associated with education, such as transportation, school supplies, and uniforms[17]. This can result in children being unable to attend school or dropping out early. Financial difficulties are one of the primary reasons for Palestinian children dropping out of school. However, children in Palestine also face many other serious issues such as child labor (3% of the total number of children between the ages of 10-17 years were found to be taking on paid and unpaid labor work), early marriages (out of all the marriages registered in 2018, 20% were of girls under the age of 18), and imprisonment (in 2019, 889 cases of detention of children under the age of 18 in Israeli prisons were reported[18].
Furthermore, access to education is particularly challenging for girls and children with disabilities. While there has been some progress in recent years, cultural and social barriers continue to prevent many girls from attending school. According to UNICEF, the net enrollment rate for girls in primary education in Palestine is 96%, compared to 98% for boys[19]. An example of this is early marriage as highlighted above. In contrast of 20% of marriages reported in 2018 involved girls under 18, and only 1% of these marriages included boys under the age of 18. This shows the lack of importance given to the education of women and girls compared to those of boys and men, who might be experiencing societal and familial pressures to get married and start families at the prime age for receiving secondary and higher education. In addition, children with disabilities face numerous barriers to accessing education, including the lack of specialized facilities and trained teachers.
Efforts to Improve the Quality and Accessibility of Education
Efforts to improve the quality and accessibility of education in Palestine have focused on increasing access to educational resources and reducing the financial burden on families. According to a report by the Palestinian Ministry of Education and Higher Education[20], the government has implemented policies aimed at providing free education and increasing access to scholarships and financial aid. NGOs and international organizations have also provided support for the development of new schools and the renovation of existing schools, as well as providing teaching materials and training for teachers. Although there is still a long way to tackle societal and political issues that are hindering access to education for children in Palestine and threatening their safety, steps are being taken to at least find solutions to economic struggles.
In conclusion, the quality and accessibility of education in Palestine are significantly impacted by ongoing conflict, political instability, and economic challenges. Palestinian students and educators face numerous challenges that affect the quality of education they receive, including a shortage of resources and facilities, high student-to-teacher ratios, frequent school closures and disruptions to academic life, and the general threat to their physical safety. Although efforts are being made to tackle the economic issues and developing proper infrastructure for educational institutions, the safety threat and issues related to the ongoing colonization of Palestine will continue to persist until the achievement of permanent political stability in the region.
Education in Georgia is repatriated in three levels: primary (classes I-IV), basic (classes VII-IX), and secondary (classes X-XII), the first two levels being mandatory.[1] Children start receiving grades in basic school, being assessed on a 1 to 10 points scale. Every school needs to follow the national curriculum, which can be modified in exceptional cases, such as for students with special needs. The curriculum is modified based on the subjects with which the children struggle.[2] Furthermore, home education is allowed in such cases, the child being enrolled in school but following a study plan from home. However, there is factual evidence that reveals systematic hardships faced by children with special needs in the Georgian education system.[3] While there have been significant improvements, struggles still occur. According to UNICEF, one of the biggest problems Georgia faces is the quality of education, with the country`s expenditure being lower than that of other countries with the same GDP.[4] It is important to keep in mind the tumultuous history of Georgia before analyzing the various challenges of its education system. Georgia still has to confront systematic hiccups, as a result of the long time spent under the USSR. As a relatively new democracy, gaining its independence in 1991, the state still has the potential to further improve its educational system in the next decades.
Children with special needs
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)
As mentioned above, Georgia has strong legislation that is meant to ensure that every child is able to achieve academic success. Taking into account the website of the Ministry of Education, one would expect that youngsters have equal access to quality education. This idea is further reinforced by Georgia`s ratification of the UN Convention on the Rights of people with disabilities. Article 24 of the convention underlines states should ensure non-discriminatory education on the basis of the right to equal opportunity[5]. While this Convention does not have a legally binding character, it illustrates the acknowledgment of signatories, including Georgia, of the relevance of inclusive education. This approval of international norms has been consolidated by national legislation. In 2005, Georgia approves the Law of General Education, which stresses the importance of inclusive education, that can provide children with the essential basis for successful development. However, this ideal is not fulfilled in practice, given the struggles faced by children with special needs.
While Georgia prides itself in its almost 100% literacy rate for 14- to 24-year-olds, a population census reveals that it drops to 86.2 percent respectively 87.0 percent for men and women with disabilities.[6] Furthermore, an even more troublesome finding is that out of the 11,765 children with disabilities registered in Social Service Agency only 1,244 children are registered in schools.[7] While inclusive education in Georgia has been implemented 10 years ago, only 65% of public schools report having students with special educational needs.[8] Because the state does not collect statistics about children outside of formal education, no reliable analysis can be done on their rates of success. This implies that no clear strategy can be created in order to ensure the fruitful development of every child, based on factual evidence.
While the government permits certain changes to the curriculum, The NGO Georgian Young Lawyers Association states the national curriculum does not offer the possibility of alternative learning that cater to the specific academic needs of a child.[9] The Situation Analysis On the Rights of Persons with Disabilities in Georgia, created by UNDP, mentions the fact that a central cause for this imbalance in the educational system is the lack of resources offered to children with disabilities. Better infrastructure, learning material, and training of professionals working in the field could improve the chances of a successful academic experience for children with disabilities.[10]
Legal steps to remodel the system have been made. One example is the 2018 amendment to the above-mentioned Law of General Education, which proposes a clear plan for financing educational institutions to cater to the needs of students with disabilities.[11] Another vital improvement is the increase from 2018 to 2019 four times in staff specifically trained to supervise children with disabilities.[12] Regardless of this new legal framework, it is undeniable that at the moment the prime benefactors of such resources are children in privileged areas. However, it is a first step towards improving the quality of life of children, which could receive better opportunities throughout their lives if they are encouraged in having solid education.
Georgia prides itself on high graduation rates for primary and lower secondary schools. At a first glance, it could be assumed that the rate of completion of upper secondary school is relatively high, with 76% of students graduating in Tbilisi.[13] However, when other regions are taken into account, it can be observed that poorer areas are not as lucky. For example, in Kakheti, the drop-out rate is 58%.[14] Why such strong regional disparities can be observed, with discrepancies of over 30 % in completion rates? In a UNICEF Multiple Indicator Cluster Survey, responses from Georgians are analyzed in order to find reliable data on access and compilation of education.[15] One of the main findings is that the lowest completion rates in the country can be identified in the poorest regions. This could open a discussion regarding the connection between financial resources and the quality of education. Not only children in rural areas, that come from disadvantaged backgrounds are less likely to have the personal means to finish their education, but public funding is as well not as often offered to smaller educational institutions. Even when looking at primary school completion rates, while discrepancies are not as evident, children raised in an urban rich area are more likely to finish school.[16]
Furthermore, it can be observed that factors such as ethnicity play a role as well in access to education. For example, three times more Azeri children, part of Georgia`s biggest ethnic minority, are likely to be out of school than Georgian children.[17]
The differences become even more stagnant when analyzing the results of Georgian children at the OECD Programme for International Student Assessment, which assess children in four areas (reading, mathematics, science, and skills to meet real-life challenges). Students in rural areas score 44 points less in 2015 than those from urban areas, which would be the equivalent of one year and a half of studying[18]. This gap has actually increased over time, with the difference between rural and urban assessment takers being only 33 points in 2009.
The data presented above highlights an underlying problem in the Georgian education system. While it could be argued that regional disparities are present all over the states of the world in terms of educational funding and opportunities, it is a problem that needs to be addressed. A conversation could be opened regarding the need for a more comparative way of analyzing the success rates of an educational system, without overlooking underprivileged areas.
QUALITY OF EDUCATION:
Children from Tbilisi’s kindergartens; Source: https://georgiaabout.com/2014/10/21/kindergarten-autumn-festival-in-tbilisi/
In order to assess the quality of an education system, a number of factors need to be analyzed. Firstly, modernizing teaching is paramount in achieving quality, up-to-date education. In order to modernize a system, it is necessary to have well-trained professionals, willing to implement new technologies in their method of teaching and assessing. According to OECD Reviews of Evaluation and Assessment in Education, Georgia ranks low on modernization, primarily because of the age of teachers.[19] A quarter of them are over 60, which could lead to a preference for more traditional forms of teaching.[20] While the debate on modernization is more nuanced, the combination of age with the low pay of educational staff and observable phenomena, it could be assumed that Georgia still has to improve its tactics in incentivizing teachers to implement modern methods in the class.
Second, educational performance can be analyzed in order to assess if an education system is qualitative or not. The performance of its students at international assessments, such as PISA, mentioned in the previous section, is extremely relevant in the case of Georgia.[21] A clear improvement between Gorgia`s performance in 2009 and the one in 2015, in reading, science, and mathematics.[22] However, while this increase is note-worthy, Georgian students still score lower than other children assessed. For example, only 1% of children would be considered top-performing, lower than the average of 8% of OECD countries.[23] Furthermore, one of the highest shares of low achievers in science comes from Georgia.
The lack of modernization and the performance of students at international assessments could be linked and showcase a structural problem in the Georgian education system. A better comprehension of ways pedagogy can be done, combined with a better incentivization system for teachers could potentially increase student performance.
Conclusion
Georgia has gone through a vast number of reforms throughout the last decade. An increase in the quality of education can be observed, as well as the attempt to create new legislative projects that can sustain factual change. Nevertheless, Georgia still faces a number of educational challenges that affect the lives of children throughout the country. While some may be more susceptible to feeling the implications of such challenges, as presented above, the improvement of the education system could benefit everyone.
Malawi, a hidden gem located in the heart of South-East Africa, is facing a crisis that threatens to rob its future generations of their right to education and a better life. This small state, surrounded by Mozambique, Zimbabwe, and Tanzania, has a population of approximately 19 million people and a complex array of educational challenges that require immediate attention.
Malawi is a landlocked country located in southeast Africa. Its economy is primarily based on agriculture, with tobacco being the main cash crop. Despite its small size, Malawi is rich in natural resources, including forests, wildlife, and minerals. However, the country faces several challenges, including poverty, food insecurity, poor infrastructures and access to quality education.
The Right to Education: A Distant Dream for Malawi’s Children
Access to education is a fundamental human right, yet in Malawi, this right remains a distant dream for many children. According to data from UNICEF, only 61% of children in the country attend primary school, and the situation only worsens as they progress through the education system. Of the children who attend primary school, just over a third go on to attend secondary school, leaving the majority of Malawi’s children without access to quality education.
Consequences of Lack of Education
Malawi’s lack of education has serious implications for the nation and its future generations. It reduces work opportunities, increases poverty, and keeps people in the cycle of illiteracy. Additionally, a lack of progress and development in the nation might be connected to education.
Lack of Funding
One of the major obstacles to improving education in Malawi is a lack of funding. The education sector is underfunded, and as a result, many schools lack basic facilities such as clean water and sanitation. This not only makes it difficult for children to learn in a safe and healthy environment but also perpetuates the cycle of poverty, as children from disadvantaged backgrounds are unable to access quality education. The World Bank reports that only 4.1% of Malawi’s Gross Domestic Product (GDP) is allocated to the education sector, making it one of the lowest in the world.
Shortage of Teachers
In addition to the lack of funding, the education sector in Malawi is also facing a shortage of qualified teachers, particularly in rural areas of the country. The African Development Bank reports that this shortage has a significant impact on the quality of education because classes are often overcrowded, and teachers are unable to give individual attention to each student. This not only affects the children’s learning but also stunts their future and perpetuates the cycle of poverty. According to data from the Ministry of Education, there is a shortage of over 17,000 teachers in Malawi, with the majority of this shortage being felt in rural areas.
Despite these challenges, there have been successful initiatives aimed at improving education in Malawi. For example, organizations such as UNICEF have been working to provide education and training to teachers in rural areas. These efforts have led to improved learning outcomes and better educational opportunities for children in these areas.
However, even though such successful initiatives are taking place, the government, NGOs, and other stakeholders must work together to help address the shortage of qualified teachers, lack of funding, and inadequate infrastructure in the education sector. Additionally, the government needs to prioritize education in its budget and allocate sufficient resources to ensure that all children have access to quality education.
In conclusion, the future of Malawi depends on its ability to provide quality education to its children. Only by investing in education can the country break the cycle of poverty and provide its future generations with a brighter future. Education is a key factor in driving economic growth and social development. It is the duty of all stakeholders to ensure that the right to education is realised for every child in Malawi. By addressing the challenges in the education sector, the country can secure a brighter future for its children and create a foundation for sustained growth and development.
The demand for teachers depends on an array of different factors including class size, required instruction time for students, the use and availability of teaching assistants, enrolment rates at each level of education and the years of compulsory education.
The large number of teachers will reach the retirement age in many OECD countries within the next decade alongside the increase of the school-age population (in some countries), must be addressed or else will result in teacher deficit. Furthermore, the calibre of teachers is the most in-school determining factor of student achievement, therefore there is a need to attract top quality teachers and provide them with high-quality training. Hence, governments need to develop effective policies to attract and retain teachers in the teaching profession (see Indicator D7).
Finally, the COVID-19 pandemic has posed significant challenges for education systems around the world, notably to ensure the safe return to school (for teachers and students) after the reopening of schools.
Gender profile of teachers
On average, among all OECD countries, 70% of teachers are women in all levels of education combined. The proportion of female teachers decreases with the increase of level of education where they teach. In fact – on average − women represent the 96% of teaching staff in pre-primary schools, 82% at primary level, 63% at secondary level, and only 44% at tertiary level (Figure D5.1).
Hence, at the tertiary level, the gender profile of teachers is reversed, making men the majority among teachers. Only in Finland, Latvia, Lithuania, New Zealand, and the Russian Federation more than 50% of teachers at this level of education are women (Figure D5.1).
Source: OECD/UIS/Eurostat (2021), Table D5.1. See Source section for more information and Annex 3 for notes https://www.oecd.org/education/education-at-a-glance/EAG2021_Annex3_ChapterD.pdf
The share of women among upper secondary teachers tends to be higher in general than in vocational programmes, although women are over-represented in both types of programmes. In general education, women represent, on average, 63% of all teachers, but in vocational training they amount for a smaller share of teachers: 56% on average across OECD countries.
In particular, the share of female teachers differs significantly (at least 10%) between general and vocational programmes in: Austria, Brazil, Chile, Finland, Hungary, Latvia, and Lithuania. Differently the share of female teachers in general and vocational programmes is the same in the Czech Republic (at 60%), Norway (55%), and Slovenia (67%).
Potential sources and implications of gender imbalances in the teaching profession
Several factors may contribute to gender imbalances in the teaching profession. A main explanation is that social perceptions linking certain professions with a particular gender influence both men and women’s career choices. Furthermore, within the teaching profession there are gender imbalances related to the fields of study. In fact, at the lower secondary level, female teachers are less than male ones in science, mathematics, and technology. This is due to the social perception that these fields are of masculine domain.
Economic factors also contribute to the imbalance. Indeed, on average across OECD countries, male teachers earn less than other men with same level of education do in other professions, whereas this does not occur for women, thus making the teaching profession less appealing to men.
Aiming for a better balance among teachers’ genders by contributing to students developing positive gender identities and challenging stereotypes could have positive effects on students.
Trends in the gender profile of teachers
In most countries, the share of women is higher among young teachers (under the age of 30) than among older teachers (aged 50 or older). Furthermore, the difference grows larger at upper secondary level: on average across OECD countries, 63% of young teachers are women at this level, compared to 57% in the older group. The higher share of young female teachers (50% on average) compared to older ones (39% on average) at the tertiary level suggests that, in the near future, the gap between male and female teachers at this level will decrease.
Between 2005 and 2019, there has been an increase of the gender gap by 3% for the primary and secondary levels combined, in Slovenia this increase reaches 11%. On average among all OECD countries with available data for relevant years, female teachers represented 69% of teachers in 2005 and 72% in 2019. In comparison, at the tertiary level, there was a 5% decrease in the gender gap since the share of female teachers increased from 39% in 2005 to 44% in 2019.
This proves that the gender imbalance in the teaching profession has been consistent over the years, raising concerns among states. In response, for example, the United Kingdom has implemented policies aimed at encouraging the recruitment of diverse and inclusive teacher workforce.
Teachers’ age distribution
Teachers’ age distribution varies considerably across countries and levels of education. Young teachers (below the age of 30) only account for a small proportion of the teaching population: 12% in primary education, 11% in lower secondary, and 8% in upper secondary on average across OECD countries. The data for the upper secondary level is particularly striking, whereby young teachers make up less than 10% of all teachers in most countries.
The share of older teachers (aged 50 and over) increases with the education level, from 33% in primary education to 38% in secondary education and 40% in tertiary education. There is, however, a high level of variation across countries, with the share at tertiary level ranging from 13% in Luxembourg to 56% in Italy (Figure D5.3).
Source: OECD/UIS/Eurostat (2021), Table D5.3 and Education at a Glance Database, http://stats.oecd.org/ . See Source section for more information and Annex 3 for notes https://www.oecd.org/education/education-at-a-glance/EAG2021_Annex3_ChapterD.pdf
The aging of the teaching force has many consequences such as the need to put efforts in substituting retiring teachers and the impact of budgets, since, generally, salaries increase with teachers’ experience. Thus, the aging of teachers increases school costs which can result in limiting the resources available for other initiatives (see Indicator C7).
In addition, during the COVID-19 crisis, the high share of teachers over the age of 50 may raise health concerns, as older individuals are more at risk of developing severe forms of the disease. Hence, several countries including Austria, Chile, Colombia, the Czech Republic, Germany, Latvia, and Slovenia have prioritized teachers’ vaccination as of March 2021.
Methodology
The share of teachers in the population corresponds to the proportion of teachers in a given age group (e.g., below the age of 30) among the total population of the same age group. For more information, please see the OECD Handbook for Internationally Comparative Education Statistics 2018 (OECD, 2018).
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