Provocările în sistemul educațional finlandez

 

Scris de Enes Gisi

Tradus de Iasmina Stoian

Finlanda a impresionat multe alte națiuni cu scorurile sale excepțional de ridicate în Programul pentru evaluarea internațională a elevilor (PISA). Acesta este un test conceput pentru a evalua cunoștințele și competențele de citire, matematică și științe ale elevilor de 15 ani din țările participante. Acesta evaluează nu numai memorarea, ci și capacitatea elevilor de a aplica cunoștințele școlare în situații din viața reală. Acest lucru face din scorurile PISA o măsură fiabilă pentru educație. PISA se desfășoară la fiecare trei ani și a început în 2000. În acel an, Finlanda s-a clasat pe primul loc în toate cele trei categorii (citire, matematică, științe). Acest rezultat a fost, fără îndoială, foarte impresionant și a determinat reprezentanți și profesioniști din domeniul educației din întreaga lume să viziteze Finlanda pentru a afla care este trucul lor magic. Acest fenomen a primit chiar și un nume: turismul PISA. Unele dintre trăsăturile unice ale sistemului educațional finlandez au fost lăudate, cum ar fi abordarea sa condusă de elevi și mai puțin centrată pe profesori. Totuși, potrivit unora, Finlanda și-a menținut sistemul de învățământ tradițional, care a venit cu teste mai robuste și un învățământ mai centralizat până în anii 1990, ceea ce ar fi dus la scorurile ridicate din PISA 2000.

Cu toate acestea, pe parcursul celor patru evaluări ulterioare (2003, 2006, 2009 și 2012), s-a observat o scădere accentuată a scorurilor PISA ale Finlandei, ceea ce i-a determinat pe mulți să se întrebe ce a mers prost. În prezent, Finlanda se situează sub media celor 38 de state OCDE. Interesant este faptul că nu a existat un consens cu privire la modul în care scorurile sale au fost ridicate în primul rând, iar explicațiile pentru declin sunt, de asemenea, diverse. Printre motivele frecvent citate se numără „digitalizarea excesivă” a clasei, scăderea sănătății mintale a elevilor, rolul crescut pe care îl joacă mediul social al familiilor, adaptarea inadecvată pentru elevii supradotați, reducerile bugetare și birocrația excesivă. Nivelurile de performanță ale băieților finlandezi sunt, de asemenea, semnificativ mai scăzute decât ale colegilor lor de sex feminin. Sistemul educațional finlandez rămâne distinctiv, iar profesorii sunt foarte respectați pentru rolul pe care l-au jucat în proiectul de construire a statului finlandez în anii 1970 și 1980. Pentru a deveni profesor este necesară o diplomă de masterat, iar datorită pregătirii lor riguroase, chiar și companiile private caută să îi angajeze. Vom aprofunda unele dintre provocările sistemului educațional finlandez.

Elevi finlandezi într-o sală de clasă. Imagine via Flickr, de @kmoliver.

Dificultatea cursurilor sau lipsa acestora

Una dintre caracteristicile sistemului de învățământ finlandez este capacitatea sa de a adapta dificultatea educației la capacitățile cognitive ale fiecărui elev. Unii susțin că acesta este un punct forte, alții favorizează standardizarea. Cu toate acestea, capacitatea sa de a sprijini elevii cu performanțe ridicate este slabă. Pentti, un profesor, spune că sistemul finlandez nu poate încă „să se ocupe în mod adecvat de acei elevi care sunt talentați la un anumit subiect”. Această problemă a fost abordată parțial prin permiterea elevilor care se descurcă bine la matematică să se concentreze mai mult pe matematică. Totuși, acest lucru nu a fost implementat în toate școlile finlandeze.

Ca și în cazul îmbunătățirii scorurilor PISA ale țărilor asiatice, în timp ce scorurile Finlandei erau în scădere, unii au comparat ambele sisteme. Unii au susținut că, în timp ce Finlanda reduce dificultatea instruirii pentru elevii care par să aibă dificultăți în a recupera; țările asiatice care participă la PISA se așteaptă ca toți elevii să recupereze la aceleași standarde, ceea ce duce la îmbunătățirea scorurilor lor PISA.

 

Reducerile bugetare, contextul social și decalajul de reușită între sexe

Reducerile bugetare au urmat iluziei de „infailibilitate” a educației finlandeze. Pasi Sahlberg, un expert finlandez în educație, susține că guvernele au avut tendința de a reduce bugetele pentru educație după criza financiară globală din 2008, așteptându-se ca țările bogate în petrol din Orientul Mijlociu să continue să plătească pentru „turismul PISA”. Anii de reduceri bugetare au dus în cele din urmă la un deficit de cadre didactice în unele domenii. Acest lucru va afecta din ce în ce mai mult în special copiii cu autism și cu nevoi speciale. Acum se oferă bonusuri, inclusiv bonusuri de angajare, profesorilor din învățământul special.

Tăierile din bugetul educației în urma recesiunii din anii 1990 s-au manifestat și în întârzieri, conform unui raport de cercetare al Ministerului Educației și Culturii din Finlanda. Raportul afirmă că „diferențele în rezultatele învățării legate de mediul social au devenit mai pronunțate decât înainte”. Elevii imigranți întâmpină dificultăți și în alte câteva moduri. Ei nu știu cum să își exercite drepturile în școală și, în general, acest lucru nici măcar nu este încurajat. Se confruntă cu intimidări rasiste și nu se face suficient pentru integrarea lor sănătoasă în societate. Ei sunt încurajați să caute profesii pe care profesorii le „consideră potrivite” pentru etnia lor. Raportul ministerului finlandez afirmă că copiii imigranți din Finlanda „au avut cele mai mici scoruri la citire din cadrul Organizației pentru Cooperare și Dezvoltare Economică sau OCDE”.

Există un decalaj semnificativ între sexe în ceea ce privește rezultatele școlare. În medie, băieții din țările PISA se descurcă mai prost decât colegele lor de sex feminin. Această problemă este prezentă în special în Finlanda. Băieții finlandezi primesc note medii la citire, în timp ce fetele finlandeze vor primi note de aproape două ori mai mari. Diferența de gen din Finlanda în ceea ce privește competențele de citire este a patra cea mai mare din cele 74 de țări participante la PISA.

În timp ce băieții se descurcă de obicei mai bine la matematică și științe în țările OCDE, în ultimii ani au pierdut și acest avantaj. De asemenea, în Finlanda, este mai puțin probabil ca bărbații să urmeze studii superioare decât femeile.

Elevi într-o sală de clasă finlandeză. Foto de Arbeiderpartiet pe Flickr.

Supradigitalizarea în clasă și somnul insuficient

Educatorii finlandezi par să fi presupus că mai multe tablete și laptopuri alături de elevi, cu atât mai bine. Criticii susțin că, în ciuda numeroaselor studii realizate cu privire la efectele utilizării dispozitivelor mobile în rândul tinerilor, educatorii finlandezi vorbesc rar despre acest lucru. Unii au susținut că această „grabă a digitalizării” trebuie evitată. Elevii finlandezi de clasa întâi primesc iPad-uri pentru a-i ajuta să învețe limba finlandeză acasă. Chiar dacă autoritățile din domeniul sănătății avertizează publicul că timpul petrecut de copii în fața ecranului trebuie limitat la două ore pe zi, multe aspecte ale educației au fost digitalizate, expunându-i pe elevi la un timp excesiv petrecut în fața ecranului. William Doyle, un americano-finlandez, crede că sistemul de învățământ finlandez este încă printre cele mai bune. El citează profesorii foarte bine pregătiți, mesele școlare gratuite și alte forme de sprijin. El recunoaște, totuși, că calitatea educației finlandeze este în declin și menționează mai multe efecte ale digitalizării excesive.

El crede că expunerea constantă la dispozitivele mobile a jucat un rol în scăderea scorurilor la citire, în special în rândul băieților. De asemenea, a contribuit la eliminarea activității fizice. Dispozitivele mobile pe care le folosesc elevii nu au filtre sau limite, ceea ce duce la utilizarea pentru divertisment dincolo de limitele sănătoase. Elevii își vor folosi laptopurile pentru divertisment în timpul orelor, deoarece profesorii nu văd ecranele. Dependența generalizată de dispozitivele mobile consolidează, la rândul său, același comportament, deoarece studenții se tem acum să piardă anumite lucruri: nu pot renunța singuri la dependență. Digitalizarea excesivă a vieții studențești și utilizarea excesivă a rețelelor sociale au avut, de asemenea, un impact asupra programului lor de somn. Studenții dorm în medie 7 ore și jumătate, mai puțin decât este adecvat pentru grupa lor de vârstă. De asemenea, calitatea somnului lor a scăzut, ceea ce duce la o concentrare mai slabă atunci când citesc. Doyle susține că „valul” de cercetări globale care asociază utilizarea excesivă a dispozitivelor mobile cu riscuri pentru bunăstarea psihologică, fizică și academică este în mare parte ignorat. În mod ideal, elevii de vârstă PISA ar trebui să doarmă 8-10 ore, conform Academiei Americane de Medicină a Somnului.

 

Lipsa structurală

Să trecem la unele probleme structurale din cadrul sistemului. Am menționat cât de respectată este profesia de profesor în Finlanda. Deși are avantajele sale (de exemplu, foarte căutată, prestigioasă), se pare că profesorii au primit prea multe responsabilități. Profesia s-a transformat într-o slujbă semi-burocratică, cu mai puține elemente didactice, consumând mai mult din timpul lor prețios pentru sarcini care nu au legătură cu predarea. Deși a fost citată drept „trucul magic” al Finlandei pentru obținerea unor scoruri PISA ridicate la începutul anilor 2000, criticii susțin, de asemenea, că educația „condusă de elevi” a contribuit, de fapt, la declinul înregistrat în următoarele cicluri PISA. Ei susțin că metodele de instruire mai structurate, dominate de profesori, ar putea contribui la redresarea învățământului finlandez, așa cum sugerează și alte dovezi.

 

Concluzii

Sistemul educațional din Finlanda rămâne cu siguranță printre cele mai bune din lume. În opinia mea, cu toate punctele sale slabe, acesta are capacitatea de a se adapta și de a face schimbări în funcție de necesități. Pe măsură ce dovezile care documentează efectele utilizării excesive a dispozitivelor mobile se înmulțesc, autoritățile finlandeze trebuie să respecte recomandările autorităților din domeniul sănătății. După cum se observă și în alte părți ale lumii, în Finlanda, băieții înregistrează un declin al rezultatelor școlare. După cum s-a menționat, această diferență de gen este una dintre cele mai mari din lume și ar putea necesita o investigație aprofundată pentru a preveni alte probleme pe care le-ar putea cauza în viitor.

De asemenea, dezavantajele care pot proveni din imigrație sau din alte medii sociale sunt mai pronunțate în Finlanda, comparativ cu alte țări. Acest tip de inegalitate poate contribui la alienarea în continuare a minorităților în societatea finlandeză, la o reprezentare disproporționată în sistemul corecțional, la creșterea riscului de extremism, la probleme de sănătate mintală și la alte probleme mai greu de rezolvat pe termen lung. Profesorii pot beneficia de sensibilizare culturală și de alte oportunități de formare pentru a asista mai bine elevii dezavantajați.

Elevii cu nevoi speciale sunt afectați în mod disproporționat de reducerile bugetare, deoarece unul dintre primele lucruri pe care aceste reduceri le-au făcut a fost reducerea numărului disponibil de instructori de educație specială. Creșterea bugetului pentru educație poate atenua deficitul. De asemenea, poate ajuta școlile să aloce mai multe resurse pentru a-i stimula mai mult pe elevii cu rezultate deosebite. Rămâne de dezbătut dacă un sistem mai centralizat și mai structurat ar îmbunătăți rezultatele generale ale educației.

 

 

Referințe:

  1. Finnish education system fails to improve performance: https://www.euractiv.com/section/politics/news/finnish-education-system-fails-to-improve-performance/
  2. The Shine’s off Finnish Education. Pay Attention, Canada: https://thetyee.ca/Analysis/2023/01/30/Shine-Off-Of-Finnish-Education/
  3. Finland’s education system is failing. Should we look to Asia?: https://bigthink.com/the-present/finland-education-system-criticisms/
  4. Finland’s schools were once the envy of the world. Now, they’re slipping.: https://www.washingtonpost.com/local/education/finlands-schools-were-once-the-envy-of-the-world-now-theyre-slipping/2016/12/08/dcfd0f56-bd60-11e6-91ee-1adddfe36cbe_story.html
  5. Education GPS – Finland – Student Performance (PISA 2018): https://gpseducation.oecd.org/CountryProfile?primaryCountry=FIN&treshold=10&topic=PI
  6. Finns aren’t what they used to be: https://www.bbc.com/news/business-32302374
  7. Slide in Finland’s education level sparks concerns among lawmakers: https://www.helsinkitimes.fi/finland/finland-news/politics/22366-slide-in-finland-s-education-level-sparks-concerns-among-lawmakers.html
  8. Time out: What happened to Finland’s education miracle?: https://yle.fi/a/3-11160051
  9. ‘Don’t believe the myths about Finnish education’: https://www.afr.com/policy/health-and-education/don-t-believe-the-myths-about-finnish-education-20190326-p517ni
  10. Cultural diversity is still a challenge in the Finnish education system: https://migranttales.net/cultural-diversity-is-still-a-challenge-in-the-finnish-education/
  11. Chung, J. (2019). “Chapter 7 Weaknesses of Finnish Education”. In PISA and Global Education Policy. Leiden, The Netherlands: Brill. https://doi.org/10.1163/9789004407534_008
  12. Paruthi, S., Brooks, L. J., D’Ambrosio, C., Hall, W. A., Kotagal, S., Lloyd, R. M., Malow, B. A., Maski, K., Nichols, C., Quan, S. F., Rosen, C. L., Troester, M. M., & Wise, M. S. (2016). Consensus Statement of the American Academy of Sleep Medicine on the Recommended Amount of Sleep for Healthy Children: Methodology and Discussion. Journal of clinical sleep medicine : JCSM : official publication of the American Academy of Sleep Medicine, 12(11), 1549–1561. https://doi.org/10.5664/jcsm.6288

Les défis du système éducatif au Burkina Faso

 

Rédigé par Ruth Lakica

Traduit par Iasmina Stoian

Introduction

Le Burkina Faso est un pays enclavé d’Afrique de l’Ouest. Le pays occupe un vaste plateau et sa géographie est caractérisée par une savane herbeuse au nord qui cède progressivement la place à des forêts clairsemées au sud. Ancienne colonie française, il a accédé à l’indépendance sous le nom de Haute-Volta en 1960. Le nom de Burkina Faso, qui signifie « Pays des Incorruptibles », a été adopté en 1984.

Des écoliers au Burkina Faso – Photo par Anadolu Agency.

Caractéristiques de l’éducation au Burkina Faso

Le taux de scolarisation est l’un des plus faibles d’Afrique, bien que le gouvernement consacre une part importante du budget national à l’éducation. Le français est la langue d’enseignement dans le primaire et le secondaire.

L’éducation au Burkina Faso a une structure très similaire à celle du reste du monde, avec des écoles primaires, des écoles secondaires et des établissements d’enseignement supérieur. L’année scolaire au Burkina Faso s’étend d’octobre à juillet. La loi sur l’éducation stipule que l’école est obligatoire de 6 à 15 ans, mais malheureusement, cette obligation n’est pas toujours respectée. Le système éducatif est basé sur le modèle français et la langue d’enseignement dans toutes les écoles du Burkina Faso est le français. Selon la Banque Mondiale, il est notable qu’environ 56% des jeunes n’ont pas d’éducation formelle, et 16% des jeunes ont atteint au plus une éducation primaire incomplète, ce qui signifie qu’au total 72% des jeunes âgés de 15 à 24 ans n’ont pas achevé l’éducation primaire au Burkina Faso.

L’effet du Covid-19 sur l’éducation

Comme dans tous les pays du monde, le système éducatif du Burkina Faso a également été touché par le Covid-19. Toutes les écoles du Burkina Faso ont été fermées pendant neuf semaines à partir de mars 2020. Après cette période, les écoles ont rouvert dans certaines régions, et toutes les activités scolaires ont repris au bout de 14 semaines (UNESCO, 2020). La fermeture des écoles a touché plus de 20 000 établissements d’enseignement et perturbé l’éducation de plus de 4,7 millions d’élèves.
L’impact de la Covid-19 a forcé la fermeture d’écoles dans tout le pays, exposant les enfants les plus marginalisés au risque d’être privés d’apprentissage et de ne pas retourner en classe.

Broken Chalk félicite le Burkina Faso d’avoir adopté l’étude à distance pendant les fermetures d’écoles, avec du matériel d’apprentissage fourni par la télévision, la radio et l’internet pour les écoles primaires et secondaires (Institut de statistique de l’UNESCO, UNICEF et Banque mondiale, 2020). Cependant, 84 % des élèves n’ont pas accès à l’internet, 81 % n’ont pas d’appareils numériques et 81 % ont des difficultés à distribuer des copies papier du matériel d’apprentissage. Ces étudiants défavorisés, incapables d’accéder aux études à distance, ont pris du retard et d’autres ont abandonné leurs études.

L’accès à la technologie est un autre obstacle à l’enseignement à distance. Le projet MILO (Monitoring Impacts on Learning Outcomes) indique que le soutien dont de nombreuses écoles ont le plus besoin concerne l’accès à la technologie, plutôt que le capital humain.

Des groupes armés attaquent des enseignants, des élèves et des écoles au Burkina Faso

Le système éducatif du Burkina Faso est confronté à des attaques récurrentes et croissantes de la part de groupes armés. Des écoles ont été attaquées, des enseignants agressés et tués, et des ressources éducatives détruites. À un moment donné, toutes les écoles ont été fermées, ce qui a perturbé le calendrier scolaire. Les élèves et le personnel ont été renvoyés chez eux.

Le Burkina Faso est confronté à une crise de l’éducation, avec une grave détérioration de l’accès à l’éducation en raison de la violence armée au cours des dernières années. Les indicateurs de l’éducation sont en baisse depuis 2018, le taux brut de scolarisation au niveau primaire passant de 90,7% à 86,1% et au niveau post-primaire de 52% à 47,3%, soit une perte de 5 points en trois ans. Par exemple, dans la région du Sahel, partiellement touchée par l’insécurité, le taux brut de scolarisation au niveau primaire est passé de 53,4 % en 2018 à 20,3 % en 2021. Ainsi, seul un enfant sur quatre est scolarisé dans la région du Sahel en 2021.

Les attaques des groupes armés ont entraîné la fermeture de nombreuses écoles au Burkina Faso. Au 31 mai 2022, plus de 4 000 écoles étaient fermées pour cause d’insécurité, soit 17% des écoles du pays, interrompant l’éducation de plus de 700 000 enfants. On estime que 2,6 millions d’enfants et d’adolescents âgés de 6 à 17 ans ne sont pas scolarisés, ce qui représente plus de la moitié des enfants en âge d’être scolarisés (51,4%).

Les fermetures d’écoles se multiplient en raison des menaces des groupes armés – Photo de l’UNICEF

Accès à l’eau, à l’assainissement et à l’hygiène

54% de la population du Burkina Faso a accès à des sources d’eau potable améliorées tandis que seulement 23% a accès à des installations sanitaires améliorées. En ce qui concerne l’eau et les installations sanitaires dans les écoles, le Burkina Faso est confronté à des défis. Pauline W. Somlare, 14 ans, est en 6e année à l’école primaire de Mouni, située à 13 km de Niou, dans la région centrale des plateaux. Ouverte depuis octobre 1979, ce n’est qu’en 2001 que l’école a reçu sa première pompe à eau. Malgré l’installation de l’eau, tout ne se passe pas comme prévu. Il y a quelques semaines, l’école était à nouveau confrontée à un problème crucial d’eau entraînant la soif, le manque d’hygiène, les retards dans les cours et le déjeuner souvent servi en retard. La dernière panne de 2019 a pu être réparée. En décembre 2019, grâce à l’intervention de l’UNICEF suite à une demande du ministère en charge de l’éducation, la pompe à eau a été réhabilitée en janvier 2020.

La qualité de l’éducation

Malgré la gestion de la qualité du système éducatif burkinabé et ses nombreuses stratégies éducatives : La Loi d’orientation, le Plan de développement du secteur de l’éducation de base, le Plan sectoriel de l’éducation, la Stratégie intégrée de renforcement de l’encadrement pédagogique, la Stratégie intégrée de formation continue des enseignants et des cadres pédagogiques, ou encore son Cadre de référence de la qualité de l’éducation de base. Le Burkina Faso n’est pas encore tout à fait « premier de la classe ». Définir des stratégies ne suffit pas à garantir le succès.

La rareté des ressources financières est un fait, accentué par le transfert de compétences de l’État vers les collectivités locales. Et si les moyens financiers manquent, le diagnostic met aussi en évidence que les ressources humaines sont également limitées. Dans un système qui tend à se décentraliser davantage et qui confie de nombreuses responsabilités aux acteurs les plus proches du terrain, l’accompagnement de ces nouvelles responsabilités (notamment administratives et financières) n’est pas toujours à la hauteur des enjeux.

Des ressources qui ne correspondent pas toujours aux besoins. Peu formés et peu soutenus, les enseignants des zones concentrées semblent avoir du mal à jouer pleinement leur rôle. Souvent accablés par une lourde charge administrative, ils peinent à suivre le rythme et ralentissent ainsi les actions d’amélioration de la qualité de l’enseignement.

Conséquences négatives pour les élèves, les enseignants et la société.

Les attaques contre les écoles et les perturbations des cours ont réduit la qualité de l’enseignement dispensé aux élèves et ont fait prendre du retard à de nombreux étudiants. Selon Human Rights Watch, une étudiante a déclaré qu’elle avait échoué à son examen final après qu’une attaque ait forcé son école à fermer pendant des semaines, la laissant dans l’impossibilité de se préparer. Une autre a déclaré : « Cela me rend malheureuse de ne pas pouvoir terminer, de devoir reprendre des cours, de ne même pas avoir de documents prouvant que vous avez suivi le cours.

Absence de soutien psychosocial et matériel aux victimes d’attaques du groupe d’hommes armés.

Human Rights Watch a identifié le manque de soutien cohérent et opportun aux victimes d’attaques liées à l’éducation comme un autre problème majeur. De nombreux enseignants attaqués ou menacés ont déclaré n’avoir jamais reçu de soutien psychosocial de la part du gouvernement. D’autres ont déclaré que le soutien qu’ils avaient reçu était superficiel et terriblement inadéquat, sans aucun suivi à long terme. Nombre d’entre eux sont encore aux prises avec des problèmes émotionnels ou psychologiques. Les enseignants ont déclaré qu’ils se sentaient abandonnés et sous-estimés, et qu’ils s’attendaient à reprendre le travail après les redéploiements, malgré l’absence du soutien psychosocial, financier ou matériel nécessaire.

Conclusion

Malgré les défis auxquels est confronté le système éducatif au Burkina Faso, le gouvernement du Burkina Faso et d’autres organisations non gouvernementales tentent d’améliorer l’éducation au Burkina Faso. Près d’un million d’élèves n’ont plus accès à l’éducation. En réponse à cette situation, l’UNICEF, le ministère de l’Éducation nationale, de l’Alphabétisation et de la Promotion des langues nationales (MENA) et ses partenaires, tels que le King Salman Humanitarian Aid and Relief Center (KSrelief), ont développé le Programme d’éducation par radio en 2018. Ce programme assure la continuité de l’apprentissage pour les enfants affectés, qui ont fui leurs maisons en raison des attaques contre leurs écoles.

 

Références:

Hadrien, B. (2022, October 20). Back-to-school campaign: More than 56,000 Kits distributed to children-UNICEF. https://www.unicef.org/burkinafaso/en/node/1176

Claude, T. (2021, February 10). Tackling schools’ access to safe water challenges-UNICEF. https://www.unicef.org/burkinafaso/en/stories/tackling-schools-access-safe-water-challenges-case-Mouni-primary-school

Quality of education in Burkina Faso: Limited policy impact due to poor Understanding of the problems on the ground. UNESCO. (2022, September 9). https://dakar.iiep.unesco.org/en/news/quality-education-burkina-faso-limited-policy-impact-due-Poor-understanding-problems-ground

Lauren, S. (2022, June). Education under attack 2022. https://eua2022.protectingeducation.org/

Jean, F. (2021, July 14). Covid-19 accelerating education Inequality in Burkina Faso. https://ideas4development.org/en/covid-19-accelerating-education-inequalities-in-burkina-faso/

Nick, R and Boubacar, B. ( 2022, November 21). Burkina Faso schoolchildren pay double price in ongoing conflict. https://www.aljazeera.com/features/2022/11/21/burkina-faso-schoolchildren-pay-double-price-in-Ongoing-conflict

Myron, E. (2022, December 16). Burkina Faso. https://www.hrw.org/africa/burkina-faso

HUMAN RIGHTS WATCH (2020, MAY). Armed forces and groups, Children affected by armed conflict, Education. https://resourcecentre.savethechildren.net/document/their-war-against-education-armed-group-attacks-teachers-students-and-schools-burkina-faso/

Unseen and Unheard: The Global Crisis of Missing Children and the Shadows Cast by Epstein Case

By Leticia Cox for Broken Chalk  

Every year, millions of children around the world disappear. The reasons are manifold: abduction, trafficking, runaways, and the tragic situations where young lives are lost to accidents or natural disasters. The pain and turmoil that these disappearances cause in families and communities are unimaginable, yet too often, these cases remain unresolved, the children unseen, and their stories unheard. 

The case of Jeffrey Epstein, though primarily known for other grave crimes, crosses with this global crisis in ways that are illuminating and deeply disturbing. Epstein’s case brought to light not just individual criminality but a broader systemic failure that has, at its core, the exploitation of the vulnerable. By examining how systemic failures allowed Epstein’s crimes to continue unchecked for decades, we can learn much about the broader issue of missing children around the world. 

The Scope of the Problem 

The International Centre for Missing & Exploited Children (ICMEC) estimates that millions of children are considered missing around the world at any given time. In the United States alone, the National Center for Missing & Exploited Children (NCMEC) reports that approximately 800,000 children are reported missing each year, which averages more than 2,000 per day. Globally, the numbers are much more significant and far less precise due to varying data collection and reporting capabilities in different countries. 

Systemic Failures: The Epstein Case as a Mirror 

Jeffrey Epstein’s criminal activities, which included the trafficking and abuse of minors, were known to some extent by various authorities and individuals who chose, through action or inaction, to ignore them.  

Epstein’s case reflects a broader societal and systemic issue: the frequent failure of institutions supposed to protect the vulnerable. Despite the gravity of his offences, Epstein’s ability to evade justice for so long underscores how those with power and resources can manipulate systems. 

The Epstein saga also highlights the problematic nature of international law enforcement cooperation and legal frameworks when dealing with cross-border crimes involving minors. Epstein’s private island in the Caribbean and his travels across the globe facilitated by his wealth and connections expose how easily borders can be crossed when one has the means, making it more difficult to track and safeguard minors. 

Connecting Global Networks 

The issues highlighted by the Epstein case are not confined to one country; they are global. Children are trafficked across borders, and their disappearances often go unnoticed by the worldwide community. The lack of strong mechanisms to track and recover missing children across nations is a gaping hole in the global safety net. 

In 2004, when a tsunami hit Southeast Asia, thousands of children went missing. Not only the disaster but also the chaos that followed was exploited by traffickers to abduct vulnerable children. Similar practices have been witnessed in other crises, including natural disasters, wars, and economic collapses. 

Image by Leticia Cox.

The Role of Technology and Data 

Modern technology has the potential to aid significantly in addressing the crisis of missing children. Data management, facial recognition, and real-time information-sharing innovations can transform how authorities and organisations track and recover missing children. However, this same technology can also be exploited by perpetrators, as seen in the online grooming tactics used by traffickers and abusers. 

Regional and International Law Recommendations and Actions 

Addressing the crisis requires coordinated global action. First, there needs to be an international standard for reporting and responding to cases of missing children, akin to the Amber Alert system in the United States, but on a global scale. This system should be supported by international law enforcement cooperation and empowered by treaties that prioritise the welfare of children above national interests and bureaucratic red tape. 

Furthermore, preventive measures are crucial. Education programs that teach children about potential dangers, as well as training for parents and community members to recognise signs of grooming and trafficking, are vital. Additionally, strengthening economic and social structures can reduce vulnerability by ensuring families are not forced to make choices that could put their children at risk. 

Conclusion 

The issue of missing children is a multifaceted problem that stems from local, international, and the issue of missing children is a complex and urgent problem influenced by local, international, and systemic factors. The Jeffrey Epstein scandal starkly illustrates how systems meant to safeguard the most vulnerable can fail, undermined by the corrupting forces of power and greed. By examining these failures and recommitting to the protection of every child, society can begin to tackle this severe crisis. 

Broken Chalk outlines lessons from high-profile cases like Epstein’s to emphasise the necessity of bringing perpetrators to justice and enacting systemic reforms to prevent future abuses.  

Each missing child represents a multitude of failures—a breakdown in protection, a lapse in systems, or a community or family in crisis. It is imperative that their stories, unlike Epstein’s, are not relegated to the shadows but brought into the light where they can inform change and inspire action. 

Broken Chalk’s forthcoming detailed report on global child disappearances will use the Epstein case as a focal point to explore broader systemic issues and suggest effective strategies for improvement. 

There is a critical need to increase awareness about human trafficking, especially in light of recent high-profile cases like the investigations into Sean “Diddy” Combs. It is crucial to cover these stories as they act as an educational tool and help raise global awareness about this pervasive and profoundly destructive criminal industry. 

Sources:  

International Missing Children statistics  https://www.google.com/search?client=safari&rls=en&q=children+missing+around+the+wolrd&ie=UTF-8&oe=UTF-8 

Child Sexual Abuse Material: Model Legislation & Global Review 10th Edition, 2023  

Who was Jeffrey Epstein, and what are the court documents about?  https://www.theguardian.com/us-news/2024/jan/03/who-is-jeffrey-epstein-list-court-documents-explained  

Jeffrey Epstein’s Island Visitors Exposed by Data Brokerhttps://www.wired.com/story/jeffrey-epstein-island-visitors-data-broker-leak/ 

Epstein Files: Full List Of High-Profile People Named In Unsealed Docs https://www.ndtv.com/world-news/jeffrey-epstein-epstein-files-full-list-of-high-profile-people-named-in-unsealed-court-docs-4810003 

FBI’s $139M settlement with Larry Nassar victims breathes life into Epstein accusers lawsuit https://www.foxnews.com/us/fbis-139m-settlement-larry-nassar-victims-breathes-life-epstein-accusers-lawsuit 

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

Presented by Daphne Rein and Maria Samantha Orozco

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

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

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

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

Download PDF

28A-Input_for_report_to_the_General_Assembly_on_human_rights_in_the_administration_of_justice

Photo by Marvin Meyer on Unsplash

References

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

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

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

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

Solutions to promote digital education and prevent online threats

Presented by: Olimpia Guidi

The COVID-19 pandemic has exposed significant challenges for young Filipinos adapting to digital education. The abrupt shift to online learning, driven by social distancing measures, revealed inequalities in access, particularly affecting marginalised youth1. Economic disparities contribute to obstacles in acquiring essential devices and stable internet connections, intensifying the existing digital divide2. This transition disrupted traditional learning methods, emphasising the immediate need for inclusive strategies to cater to diverse student needs3. Additionally, the absence of face-to-face interaction exacerbates feelings of isolation among vulnerable groups, impeding their overall educational experience4.

Emerging Threats

The convergence of digital education and online threats introduces a multifaceted challenge for Filipino youth. The increased reliance on online platforms exposes young learners to explicit content and potential hacking risks. Insufficient digital literacy programs compound these issues, leaving students ill-prepared to navigate the complex digital landscape securely5. The prevalence of cyber threats has direct implications for the mental health and well-being of young individuals6. Integrating robust cybersecurity measures and comprehensive digital literacy curricula into educational frameworks is crucial to empower students to navigate the digital world safely.

21A_Inputs_for_study_on_the_solutions_to_promote_digital_education_for_young_people_and_to_ensure_their_protection_from_online_threats.docxA_

Download the PDF here.

Featured Image by Mircea Iancu from Pixabay

1 Tria, J. Z. (2020). The COVID-19 pandemic through the lens of education in the Philippines: The new normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), 2-4. Available at: https://www.researchgate.net/profile/Jose-Tria/publication/341981898_The_COVID-19_Pandemic_through_the_Lens_of_Education_in_the_Philippines_The_New_Normal/links/5edde90f92851c9c5e8fa962/The-COVID-19-Pandemic-through-the-Lens-of-Education-in-the-Philippines-The-New-Normal.pdf

2 Ibid.

3 Ibid.

4 Ibid.

5 Medina, V. G., & Todd, R. J. (2019). Young people’s digital safety and wellbeing: findings from Philippines and Qatar. In Information Literacy in Everyday Life: 6th European Conference, ECIL 2018, Oulu, Finland, September 24–27, 2018, Revised Selected Papers 6 (pp. 176-187). Springer International Publishing.

6 Ibid.

Challenges in the Finnish Education System

Written by Enes Gisi

Finland has impressed many other nations with its exceptionally high in Programme for International Student Assessment (PISA) scores. It is a test designed to evaluate the reading, math, and science knowledge and skills of 15-year-old students in the participating countries. It evaluates not only memorization, but also the students’ ability to apply school knowledge to real life situations. This makes PISA scores a reliable metric for education. PISA is conducted every three years, and it started in 2000. That year, Finland scored at the top in all three (reading, math, science) categories. This was undoubtedly very impressive, and it led to representatives and education professionals around the world visiting Finland to learn what their magic trick was. This phenomenon was even given a name: PISA tourism. Some of the unique traits of the Finnish education system were praised, such as its pupil-led, less teacher-centric approach. According to some, however, Finland maintained its traditional education system, which came with more robust testing and more centralized education until the 1990s, which would’ve yielded the high scores of PISA 2000.

Throughout the subsequent four assessments (2003, 2006, 2009, and 2012), however, a sharp decline was observed in Finland’s PISA scores, leading many to wonder what went wrong. It now scores below average among the 38 OECD states. Interestingly, there wasn’t a consensus on how its scores were high in the first place, and the explanations for the decline are also diverse. Some commonly cited reasons have included “over-digitalization” of the classroom, decline in student mental health, increased role families’ social backgrounds play, inadequate accommodation for the gifted students, budget cuts, and too much bureaucracy. The achievement levels for Finnish boys are also significantly lower than their female peers. Finnish education system remains distinctive, and the teachers are highly respected for the role they played in the Finnish state-building project in the 1970s and 1980s. A master’s degree is required to become a teacher, and due to their rigorous training, even private companies seek to hire them. We will delve into some of the challenges in the Finnish education system.

Finnish students in a classroom. Image via Flickr, by @kmoliver.

Difficulty of the Classes, or the Lack Thereof

One of the features of the Finnish education system is its ability to tailor the difficulty of education to individual students’ cognitive abilities. Some argue that this is a strength, others favour standardization. Its ability to support high-achieving students, however, is poor. Pentti, a teacher, says that the Finnish system cannot yet “adequately take care of those students who are gifted in a certain subject.” This issue has partially been addressed by allowing students who do well in maths to focus more on maths. However, this hasn’t been implemented in all Finnish schools.

As with the improvement in Asian countries’ PISA scores while Finland’s were in decline, some have compared both systems. Some have argued that while Finland lowers the difficulty of instruction for students who appears to have hard time catching up; Asian countries who participate in PISA expect all students to catch up to the same standards, leading to improvement in their PISA scores.

Budget Cuts, Social Background, and the Gender Gap in Achievement

Budget cuts followed the illusion of “infallibility” of the Finnish education. Pasi Sahlberg, a Finnish education expert, argues that governments tended to cut education budgets following the 2008 global financial crisis, expecting oil-rich countries from the Middle East to keep paying for the “PISA tourism”. Years of budget cuts eventually led to shortage of teachers in some areas. This will increasingly affect especially children with autism and special needs. Bonuses, including sign-up bonuses, are now being offered to special education teachers.

Cuts to education budget following the 1990s recession have also manifested in delay, according to a research report by the Finnish Ministry of Education and Culture. The reports states that ”differences in learning outcomes related to the social background have become more pronounced than earlier.” Immigrant students are also struggling in several other ways. They don’t know how to exert their rights in school and generally, it’s not even encouraged. They face racist bullying and not enough is done for their healthy integration into the society. They’re encouraged to seek professions their teachers “see fit” for their ethnicity. The report by the Finnish ministry states that immigrant kids in Finland “had the lowest reading scores in the Organisation for Economic Co-operation and Development or OECD”.

There’s a significant gender gap in school achievement. On average, boys in PISA countries fare worse than their female peers. This issue is especially present in Finland. Finnish boys receive average marks for reading, whereas Finnish girls will receive nearly twice as high. Finland’s gender gap in reading skills is the 4th highest in the 74 PISA-participating countries.

Whereas boys typically fare better in maths and science across OECD countries, boys also lost this advantage in the recent years. Men are also less likely to pursue higher education than women in Finland.

Students in a Finnish Classroom. Photo by Arbeiderpartiet on Flickr.

Over-digitalization in the Classroom and Inadequate Sleep

Finnish educators appear to have assumed that more tablets and laptops with the students, the better. Critics argue that despite numerous studies done on the effects of mobile device use among youth, Finnish educators rarely ever talk about it. Some have argued that this “rush to digitalization” is to be avoided. Finnish first graders are given iPads to help them learn the Finnish language at home. Even though health authorities warn the public that screen time for kids need to be limited to two hours a day, many aspects of education have now been digitalized, exposing students to excessive screen time. William Doyle, an American-Finnish, believes that the Finnish education system is still among the best. He cites the highly trained teachers, free school meals and other supports. He acknowledges, however, that the quality of Finnish education is in decline, and mentions several effects of over-digitalization.

He believes that constant exposure to mobile devices has played a role in the declining reading scores, especially among boys. It has also contributed to the elimination of physical activity. Mobile devices that students use don’t have any filters or limits, leading to use for entertainment beyond healthy limits. Students will use their laptops for entertainment during class, as the teachers don’t see the screens. Widespread dependency on mobile devices, in turn, reinforces the same behaviour as students now fear missing out on things: they can’t quit their dependency alone. Over-digitalization of student life and excessive use of social media have also impacted their sleep schedules. Students sleep 7 and a half hours on average, less than that is appropriate for their age group. Their sleep quality has also been in decline, leading to poorer concentration when reading. Doyle argues that a “tidal wave” of global research associating excessive mobile device use with risk to psychological, physical, and academic wellbeing is largely ignored. PISA-age students would ideally get 8-10 hours of sleep, per the American Academy of Sleep Medicine.

Lack of Structure

Onto some structural problems within the system. We’ve mentioned how respected the teaching profession is in Finland. While it comes with its advantages (e.g. highly sought, prestigious), it seems to have placed too much responsibility on teachers. The profession has transformed into a semi-bureaucratic job with less teaching element to it, consuming more of their valued time for non-instruction related duties. Though it’s been cited as Finland’s “magic trick” to high PISA scores in the early 2000s, critics also argue that “pupil-led” education actually has contributed to the decline that’s seen in the following PISA cycles. More structured, teacher-dominated methods of instruction, they argue, could help the Finnish education pick up, as also suggested by other evidence.

Conclusion

Finland’s education system surely remains among the best in the world. For all of its weaknesses, in my opinion, it possesses the ability to adapt and make changes as needed. As the evidence documenting effects of excessive use of mobile devices mount, the Finnish authorities must comply with the recommendations of health authorities. As also seen in other parts of the world, boys are experiencing decline in school achievement in Finland. As mentioned, this gender gap is among the greatest in the world, and it might require a thorough investigation to prevent other problems it may cause in the future.

The disadvantages that may be coming from immigrant or other social background are also more pronounced in Finland, compared to other countries. This type of inequality may contribute to further alienation of minorities in the Finnish society, disproportionate representation in the correctional system, increased risk for extremism, mental health problems, and other harder-to-solve problems in the long run. Teacher may benefit from cultural awareness and other training opportunities to better assist disadvantaged students.

Students with special needs are disproportionately affected by the budget cuts, as one of the first things these cuts have done is to reduce the available number of special education instructors. Increased budget for education may alleviate the shortage. It can also help schools allocate more resources for challenging over-achieving students more. Whether a more centralized and structured system would improve overall education outcomes remains to be a matter of debate.

Sources:
  1. Finnish education system fails to improve performance: https://www.euractiv.com/section/politics/news/finnish-education-system-fails-to-improve-performance/
  2. The Shine’s off Finnish Education. Pay Attention, Canada: https://thetyee.ca/Analysis/2023/01/30/Shine-Off-Of-Finnish-Education/
  3. Finland’s education system is failing. Should we look to Asia?: https://bigthink.com/the-present/finland-education-system-criticisms/
  4. Finland’s schools were once the envy of the world. Now, they’re slipping.: https://www.washingtonpost.com/local/education/finlands-schools-were-once-the-envy-of-the-world-now-theyre-slipping/2016/12/08/dcfd0f56-bd60-11e6-91ee-1adddfe36cbe_story.html
  5. Education GPS – Finland – Student Performance (PISA 2018): https://gpseducation.oecd.org/CountryProfile?primaryCountry=FIN&treshold=10&topic=PI
  6. Finns aren’t what they used to be: https://www.bbc.com/news/business-32302374
  7. Slide in Finland’s education level sparks concerns among lawmakers: https://www.helsinkitimes.fi/finland/finland-news/politics/22366-slide-in-finland-s-education-level-sparks-concerns-among-lawmakers.html
  8. Time out: What happened to Finland’s education miracle?: https://yle.fi/a/3-11160051
  9. ‘Don’t believe the myths about Finnish education’: https://www.afr.com/policy/health-and-education/don-t-believe-the-myths-about-finnish-education-20190326-p517ni
  10. Cultural diversity is still a challenge in the Finnish education system: https://migranttales.net/cultural-diversity-is-still-a-challenge-in-the-finnish-education/
  11. Chung, J. (2019). “Chapter 7 Weaknesses of Finnish Education”. In PISA and Global Education Policy. Leiden, The Netherlands: Brill. https://doi.org/10.1163/9789004407534_008
  12. Paruthi, S., Brooks, L. J., D’Ambrosio, C., Hall, W. A., Kotagal, S., Lloyd, R. M., Malow, B. A., Maski, K., Nichols, C., Quan, S. F., Rosen, C. L., Troester, M. M., & Wise, M. S. (2016). Consensus Statement of the American Academy of Sleep Medicine on the Recommended Amount of Sleep for Healthy Children: Methodology and Discussion. Journal of clinical sleep medicine : JCSM : official publication of the American Academy of Sleep Medicine, 12(11), 1549–1561. https://doi.org/10.5664/jcsm.6288

Education Challenges in Hong Kong

Written by Gianna Chen

The sociocultural context of Hong Kong 

Hong Kong’s education system has undergone various influences. The colonization period by the British Empire after the Opium War introduced the English language as the medium of instruction (EMI). The four years of Japanese occupation transformed Hong Kong into the centre of international trade and further emerged as the centre of industry, business, and finance during the period between 1945 and 1997. Consequently, the population increase rapidly with migrants moving from mainland China and other South Asian countries such as the Philippines and Indonesia. Shortage of teachers, unequal distribution of resources and differences in education opportunities were shortly followed as a result. Since the handover of Hong Kong to the People’s Republic of China, the promotion of Chinese-medium instruction (CMI) in the school system has been introduced, alongside an increase in learning the Chinese language (Putonghua known as Mandarin) and culture. New problems occurred with a change in language policies and education reform after 1971, the appealing form of education that meets the needs and abilities of Cantonese-speaking students in the Chinese cultural context neglected ethnic minority students in the Education system.

Children learn about robotics. Photo by What The Fox Studio

The problem with the education system in Hong Kong 

The article further reveals the problem with Hong Kong’s education reform and the adoption of a new language policy since 1997. Given the background of Hong Kong’s diverse education system, different types of schools were introduced to support the cultural demand. There are three types of schools in Hong Kong recognized by the education bureau: Public local schools (aided schools) that are either operated by the government or by local charitable or religious organizations. Both adopted local curricula where Chinese lessons are mandatory for students, but they can be taught in either English or Chinese as a medium of instruction. However, education is provided free of charge only for Hong Kong permanent residents. Private schools that are not funded by the Hong Kong government or educational sector, provide students and parents with a language choice of English, Chinese/ English and Chinese; International schools on the other hand, have full autonomy in student admission, course content, tuition fees, and deliver curricula that are widely accepted in several countries, such as the International Baccalaureate program. It is a common choice for expatriate or English-speaking families living in Hong Kong. 

As of today, the issue of education inequality exists through different schooling systems, portraying social stratification through education opportunities, gender perception and mobility. Further calls for segregation and racial discrimination in society, limiting students’ future career prospects. Thus, by outlining the cause of unequal educational opportunities in Hong Kong, a wide range of recognition is needed to raise public awareness of Hong Kong’s education system. 

Inequalities in Education 

Education inequality not only includes opportunities to receive education, teaching recourses, faculty expenses, and continuation in participation, but the process of sustaining education opportunities should be equally desirable and concluded in the term. The educational reform in 1971 promoting 6 years of free primary education and the nine-year of compulsory education since 1978 has remarkably increased citizens’ literacy rates and life expectancy. However, while an escalation in the diffusion of education can be seen, quality and education opportunities continue to grow a gap in different groups. For instance, the 6 years of free primary education only applies to Hong Kong permanent residents with a limited number of positions open due to insufficient teaching faculties. Hence, competition rises between government-funded primary and secondary schools. Those who did not get into public local schools choose private or international schools as an alternative. Nonetheless, the quality of education differs between different types of schools. Since private schools are profit-oriented, it is often found that the teaching qualities are lower compared to public schools and international schools. Results in students from public schools or international schools having a sense of superiority among other students, enhancing education differences via grouping and alienation based on different schools and curricula. Therefore, the current contradiction in Hong Kong’s educational reform helps some children move up but keeps others on lower tracks and socializes them to blame for their own lack of success to themselves. 

On the other hand, Hong Kong’s colonial culture enforces the idea of the English language as a medium of Instruction that is more beneficial for the reason that it was presented as ‘high culture’ used by members of the dominant class. As an example, the children of high-level government servants were often exposed to situations where they have to interact with colonials through English. Accordingly, students from the dominant class are more likely to do well on examinations and graduate from upper secondary schools and go on to universities. Another social factor that contributed to this fraction is family background. It is evident that the higher the socioeconomic status of the student’s family, the higher his or her academic achievements would be. On that account, the stratification of students in different school systems prolonged the capitalist society into levels of hierarchy, where workers’ children will have lower expectations in their world-view compared to upper-level workers’ children, who will position themselves in a higher innovative position and have richer expectations of themselves. More importantly, due to an influx of migrants from the mainland after the Civil War, newly arrived children (NAC) were a large proportion of the education system. However, most NAC are deprived of fair access to equal opportunity in schooling in EMI schools for the reason that their English level was too weak, hence, they have a hard time catching up with the Hong Kongers. Prevails an averaging issue when they do not have the ability to move on to the next educational level. 

Influence of education reform and policy change 

The immediate problem after the education reform in 1971 is the increase in the number of enrolments. Nine years of compulsory education prompt a rise in schools and faculty demand. The government of Hong Kong heavily rely on opening new public schools and private schools to meet the requirement. However, due to the fact that there was never a consistent pedagogical education in the history of Hong Kong, not only there is a shortage of teaching staff, but stability in the quality of teaching is also questionable. Most teachers do not have any qualifications in teaching but merely obtained a graduate degree in secondary or college degree Moreover, it pours a great amount of stress on the teaching staff, generating mental health problems in the early stages of the reform. Despite this fact, starting from 1982 onwards, faculty training slowly begins to catch up, raising qualifications to become a teacher. While the problem begins to compromise, the new language policy after the handover in 1997 induces new challenges.

The adoption of the Chinese-oriented language policy in 1997 aimed to promote the national language in the education system under a Chinese cultural context. The majority of students are required to attend Chinese-medium schools in which English is taught as a language subject. Regarding ethnic minorities, which consist nearly 9% of Hong Kong’s population, it became harder to gain proper education in mainstream schools. On top of that, the system of designated schools, which were designated for ethnic minorities in primary and secondary education, was abolished in 2013 for the reason to boost the multicultural educational environment in Hong Kong. Chinese language learning opportunities in former designated schools were limited, therefore the abolishment act strengthens racial discrimination encountered by ethnic minorities. Considering all students in local schools must pass every Chinese examination to advance to the next grade, the lack of opportunity to study Chinese has deprived ethnic minorities of the chance to develop an interest in learning the Chinese language. While private and international schools could be an alternative for admissions, the average tuition fee of over HKD100,000 is hardly a reasonable choice for most parents and immigrant families. This subsequently leads to ethnic minorities being marginalized in the Hong Kong education curriculum. As a result, more young people from ethnic minorities were getting denied in mainstream schools and were getting involved in gangs, creating social segregation from a lack of education attainability. 

Inclusive education. Photo by The Hong Kong Society for the Deaf.

Gender Inequality 

Nevertheless, while language is becoming a barrier to reaching equal education opportunities, gender segregation has endured since the very beginning. Even though the six years of free primary education and the nine years of compulsory education have reduced family burden and influenced gender to raise education opportunities for women, family’s socioeconomic background and ‘gender segregation’ still manifest limitations for women to achieve equal academic recognition. The traditional gender value in terms of “men outside of the home, women inside” has modelled students’ gender cognition since they were young. After secondary education, gender segregation was enhanced from the subjects they choose. It is widely agreed upon in society that girls should study liberal arts, and boys should study science. The restriction of choices later on influences their advanced studies, career path and societal status. The recognition of their role was further strengthened through literature such as examples from their textbook, sexual division of labour at school, reinforcement of female quality as obedience, passive and quiet, and separation of gender in physical education classes. The stereotyping of gender roles and the unequal sexual structure in education enlarges academic achievement between men, women and third genders. Ignoring gender education as part of the curriculum, especially towards helping students to form their own self-image and realize their potential. 

Recommendations for solutions 

As an ending remark, the inequality in Hong Kong’s education system could be improved from three different aspects. To sustain the process of education opportunities provided to students, individual-level development is the keystone to the issue. Personal qualities, mutual understanding, humanitarianism and inclusivity should be addressed and respected in the system of teaching, learning and examination. On the curriculum level, more flexible language learning subjects should be adopted into the education structure. Provide ethnic minorities and newly arrived children with language support to give them equal chances in learning abilities. On top of that, neutralization in gender education is consequential to shorten the gap of gender segregation, and encourage equal opportunities for both girls and boys to find the subjects they desire and are passionate about. In addition to language and gender curriculum, recommendations on a structure level are essential, for instance, a more flexible public examination for the compulsory academic subjects, and diversity in teaching staff and faculty members are needed to approach social justice and equality. 

References

謝均才(1998). 教育機會差異在香港：現狀與研究議題評述 (Vol. 14). 香港教育研究所.

胡惠闵王鉴君(1997). 香港师范教育的沿革与面临的问题 (Vol. 15, Issue 2). 华东师范大学学报（教育科学版）.

C. Stella. (2012) The Hong Kong policy of quality education for all: a multi-level analysis of its impacts on newly arrived children, International Journal of Inclusive Education, 16:3, 235-247, DOI: 10.1080/13603116.2010.481430.

Evans, S. (2017) ‘Language policy in Hong Kong education: A historical overview’, European Journal of Language Policy, 9(1), pp. 67–84. doi:10.3828/ejlp.2017.5.

Gerard A, P. and W. O, L. (1997) Schooling in Hong Kong: Organization, teaching and Social Context, Schooling in Hong Kong: Organization, teaching and social context | Hong Kong Education Bibliographic Database. Available at: https://bibliography.lib.eduhk.hk/en/bibs/ac62ffec (Accessed: 24 July 2023).

Hung, J. et al. (2019) Racism in Hong Kong: The Failure of Race Discrimination Ordinance in Educational Settings, ippr.com. Available at: https://ippr-journal.com/2019/01/23/racism-in-hong-kong-the-failure-of-race-discrimination-ordinance-in-educational-settings-2/ (Accessed: 24 July 2023).

Stephen Evans et al. (2007) Why EAP is necessary: A survey of hong kong tertiary students, Journal of English for Academic Purposes. Available at: https://www.sciencedirect.com/science/article/abs/pii/S1475158506000634 (Accessed: 24 July 2023).

Uphill struggle for Hong Kong’s ethnic minority to learn Chinese (2022) Young Post. Available at: https://www.scmp.com/yp/discover/news/hong-kong/article/3187252/hong-kongs-ethnic-minority-students-face-uphill-battle (Accessed: 24 July 2023).

Educational challenges in Ghana

Written by Isaac Kuugaayeng

Education has always proven to be a pivotal tool for any country’s development.  It is a connecting element to expedite the realization of most of the goals and targets of the global Sustainable Development Goals (SDGs). One of the fundamental rights of every child is the right to education according to the United Nations Convention on the Rights of the Child. It is instructive to note that not only is education a human right but an indispensable element that facilitates the realization of other human rights (UN,2001). As a result of the great significance of education, many institutions including governments and NGOs across the globe have been making efforts to promote education. For instance, the World Conference on Education for All held in March 1990 in Jomitien, Thailand, sought to universalize basic education and wipe out illiteracy (Haddad et al. 1990).  According to the 2012 Global Monitoring Report (UNESCO, 2012), the government of Ghana has made significant strides in efforts to ensure the realization of quality education accessible to all. Major miles made in the educational sector in Ghana include the cancellation of school fees and the introduction of capitation grants in 2005, the introduction of compulsory preschool education in 2007, and the achievement of gender parity in basic school enrollment in 2010. These initiatives have enabled Ghana to be one of the leading countries in Sub-Saharan Africa in terms of reaching the EFA Goals for 2015. Despite all the initiatives the government and other civil organizations including NGOs have put in place to combat the challenges of education in Ghana, rural education in Ghana is still fraught with many challenges that demand the government’s attention and swift action. A study conducted by Adams et.al in 2016 revealed that while basic school enrollment in Ghana has improved significantly in recent years, one major challenge facing it has been the ascendancy in the levels of dropouts among school children triggered by a myriad of factors.

Kassena Nankana District – Ghana. Photo by Axel Fassio/CIFOR

The situation is even worst in the northern part of Ghana. The persistent inadequacy of safe and sound school buildings with basic facilities such as books, library facilities, and computer labs among others for children remains a major barrier to children’s access to basic education as a right. The few school buildings which happen to be found are very poor and deplorable with some virtually serving as death traps to these innocent school children whose future remains bleak.  Children as small as kids from kindergarten to primary school usually have to trek longer distances between homes and school and no means of transportation are available to convey the students to and from school. This blatantly disincentivizes and kills the enthusiasm in many of them leading to the ascendancy in school drop-out among many rural school-going-age children. A study conducted by Imoro in 2009 on the dimensions of basic school dropouts in rural Ghana confirms that dropout rates remained high at about 20% for boys and 30% for girls at primary school and 15% for boys and 30% for girls at Junior High School (JHS) level.  The situation becomes worse for rural districts and much uglier for the northern part of Ghana. The challenge is even compounded by the glaring inadequacy of the requisite human resources to fill the minimum criteria of the school which is causing an average of 30 dropouts daily(Africa Education Watch, 2021). This becomes a bane to educational success in many rural areas in the northern part of Ghana.

It is heartbreaking to learn that most of the existing schools are badly maintained thereby rendering most of the classrooms not safe enough for children and their teachers to conduct teaching and learning activities.

Consequently, this thwarts the pace of educational development resulting in a whooping gap between children from rural and urban areas in terms of quality education.

In all these, the female child becomes the more unfortunate one. Some parents will end up encouraging their female children to get married since school is nothing better and they will not make anything out of it leading to a high rate of female dropout after primary level. According to UNESCO (2022), there are over 192,500 school dropouts in Ghana, with over 102,000 being girls. Up to 30% of school dropouts occurring among girls is attributed to teenage pregnancy emanating from social-cultural and economic factors. The Ministry of Health reports 555,575 teenage pregnancies between 2016 and 2020, with 109,865 teenage pregnancies in 2020 alone.  A study by Linus Mwinkaar and Martin Ako in 2020 on Female Education in Senior High Schools in Gomoa West District of the Central Region of Ghana revealed that factors such as cultural practices and entrenched beliefs, poverty, low level of education of parents, unconducive school environment, early marriages, teacher absenteeism, parental negative attitude towards education, inadequate parental attention to girl’s education affect female education negatively. Not forgetting the immense blow covid-19 had on the educational terrain of the country, the closure of schools across the country due to the COVID-19 pandemic on education can never be overemphasized, and teenage girls are the most affected in this case. A report by Africa Education Watch during their monitoring of the partial re-opening of schools for finalists indicates that, 20% of schools recorded between 1-3 girls not returning to school due to teenage pregnancy and migration. The COVID-19 pandemic, therefore, had a massive negative impact on education which is still a problem even now as many students have been lost to teenage pregnancies while others have dropped out completely.

Pong Tamale Experimental Primary School. Photo by: GPE/Stephan Bachenheimer

This hit me as a reality when I visited a farming community called Sietori in the Jirapa municipality. The community has not got even a Kindergarten. Children have to usually trek longer distances to attend school. This puts these younger children and disabled children at such a great disadvantage because it becomes impossible for some to even go to school if no one helps them due to the distance they have to travel to go to school. This phenomenon is troubling. These children are deprived of their right to education.

Although the 1992 constitution of Ghana provides that the State shall provide educational facilities at all levels and in all the Regions of Ghana, and shall, to the greatest extent feasible, make those facilities available to all citizens, this I will say is still mere rhetoric rather than reality, especially where children in rural areas are concerned. Despite the constitutional provision, there still exist great disparity and unequal access to quality education in the rural areas against the urban setting. This has marginalized and deprived the multitude of children in their quest to achieve their dreams and potential because the system is unkind and unfavorable to them.

It should not be misconstrued that urban education has no educational challenges. Students in the city are exposed to many social and environmental happenings in their surroundings and daily interactions making them far better in terms of depth of knowledge and academic performance than rural students.

The challenges of rural education far exceed the reality of urban education.

Rural education is characterized by gross unequal distribution of educational infrastructure, inadequate human resources(teachers), constant paucity of funds to finance educational activities, poor planning, and defective policy implementation. On November 3, 2021, Africa Education Watch in a TV interview raised concerns about unfair distribution of trained teachers to parts of the country.  According to the group, the situation is contributing greatly to the poor teaching and learning outcomes, particularly at the basic level especially in many rural settings when there a lot of teachers in urban areas to the detriment of students in rural education. The resultant effects are no different from consistent abysmal performances, loss of enthusiasm, and finally high school drop-out because the readiness and efforts of these school children are inhibited by factors beyond their control. In this unfortunate situation, rural education continues to suffer deprivation partly because of politics in educational planning which makes it difficult for policy implementers to deliver their tasks due to political manipulations.

Education provides people with the knowledge and skills to help improve economic growth and reduce poverty. Children must therefore not be denied a quality and equal education system.

Hence, there is a need for policymakers, government officials and NGOs, advocacy groups at all levels including the national, regional, district, and community or grassroots levels should join hands in ameliorating the conditions by igniting qualitative and sustainable change in rural education to lessen the deprivation of children of their right to basic education. 

References

Casely-Hayford, L., Seidu, A., Campbell, S., Quansah, T., Gyabaah, K., & Rukayatu, A. (2013). The quality and inclusivity of basic education across Ghana’s three northern regions: A look at change, learning effectiveness and efficiency: Research under the tackling education needs inclusively (TENI) project. VSO. Retrieved from: Final Policy Brief – TENI Quality of Education.pdf

Abdallah, H., Fuseini, M. N., Abudu, A. M., & Nuhu, Y. (2014). Dilemma of basic school pupils in Northern Ghana with respect to their learning context. Education Research International, 2014. Retrieved from: https://www.hindawi.com/journals/edri/2014/140737/

Adam, S., Adom, D., & Bediako, A. B. (2016). The Major Factors That Influence Basic School Dropout in Rural Ghana: The Case of Asunafo South District in the Brong Ahafo Region of Ghana. Journal of Education and Practice, 7(28), 1-8. Retrieved from: https://eric.ed.gov/?id=EJ1118546

Imoro, B. (2009). Dimensions of basic school dropouts in rural Ghana: The case of Asutifi District. Journal of Science and Technology (Ghana), 29(3). Retrieved from  https://www.ajol.info/index.php/just/article/view/50093

Inequitable distribution of teachers hampering education in rural areas – Africa Education Watch: TV interview by Nii Lartey (2021): Retrieved from: https://citinewsroom.com/author/nii-larte/

Africa Education Watch (2022):8 p. Re-entry of pregnant Girls and teenage mothers to school: a critical policy and strategy brief: Retrieved from: http://healtheducationresources.unesco.org/library/documents/re-entry-pregnant-girls-and-teenage-mothers-school-critical-policy-and-strategy

Enjuba: Empowering Ugandan  Children through Education and Literacy

Written by Frida Brekk

Enjuba is a dedicated children’s education organization in Uganda with a mission to improve literacy and executive function skills among young learners. By offering innovative programs and leveraging technology, Enjuba aims to empower children and provide them with the tools they need to succeed in their education and beyond. This article explores the initiatives and impact of Enjuba in transforming the educational landscape for Ugandan children.

Spelling and writing competitions contribute to improve learning outcomes of children in Uganda. Photo by enjuba.

A core focus of Enjuba is enhancing literacy skills among Ugandan children. They employ evidence-based teaching methods and innovative approaches to foster reading comprehension, writing proficiency, and critical thinking skills. Through engaging and interactive activities, Enjuba aims to instill a love for reading and enhance overall literacy levels, which are crucial for academic success and personal development.

Enjuba recognizes the importance of executive function skills, such as attention, memory, organization, and self-regulation, in a child’s learning journey. Their programs are designed to develop these skills, enabling children to manage time effectively, set goals, solve problems, and make informed decisions. By strengthening executive function abilities, Enjuba equips children with the cognitive tools necessary for lifelong learning and success.

Enjuba harnesses the power of technology and technological integration as critical in order to enhance educational experiences. Enjuba provides children with access to educational content and activities that supplement classroom learning through their digital platforms, such as interactive learning apps and online resources. This technology integration expands learning opportunities, particularly in areas with limited resources, and fosters digital literacy skills that are increasingly essential in the modern world.

Recognizing educational support and the pivotal role of teachers, Enjuba offers professional development programs and ongoing support to educators. Enjuba helps teachers enhance their instructional techniques, incorporate student-centred approaches, and effectively implement literacy and executive function strategies in the classroom through workshops, mentoring, and resources. By empowering teachers, Enjuba extends its impact and ensures sustainable improvements in education.

Enjuba actively engages and collaborates with local communities, parents, and stakeholders to foster a collaborative approach to education. They involve parents in their children’s learning journey through workshops and home-based activities, creating a supportive environment that reinforces educational goals. Collaborations with schools, government agencies, and other organizations enable Enjuba to reach a wider audience and advocate for educational reforms and policies.

Enjuba is making a significant impact on children’s education in Uganda through its dedication to improving literacy and executive function skills. By utilizing innovative approaches, integrating technology, and providing teacher training, Enjuba equips Ugandan children with the necessary tools for success in their academic and personal lives. Through its commitment to community engagement and collaboration, Enjuba is fostering a holistic approach to education, empowering children, and creating a brighter future for Uganda.

References:

enjuba – See the World Differently. (n.d.). Retrieved from https://www.enjuba.com/

enjuba (@enjuba1) / Twitter. (n.d.). Retrieved from https://twitter.com/enjuba1?s=11&t=rRZ3C1VSbq2cHxaJpAPYLg

Educational Challenges in Kazakhstan

Written by Joseph Kamanga

Introduction

Kazakhstan, a country in Central Asia, is facing significant educational challenges that hinder its progress toward a thriving and inclusive educational system. These challenges have far-reaching consequences, impacting student outcomes, workforce readiness, and overall socioeconomic development. In this article, we will explore and analyze the key challenges faced by the Kazakhstani educational system and shed light on the obstacles that need to be addressed to ensure a brighter future for the country’s students (Akhmedjanova 2018).

Unequal Access to Quality Education

The unequal access to quality education across different regions of Kazakhstan remains a major challenge. Disparities in infrastructure, resources, and qualified teachers persist, particularly in rural and remote areas. This inequality perpetuates social and economic disparities, hindering overall development and opportunities for students in these regions.

Outdated Curricula and Teaching Methods

The presence of outdated curricula and traditional teaching methods poses a significant obstacle to the Kazakhstani education system. Rote memorization and a lack of emphasis on critical thinking, problem-solving, and practical application of knowledge hinder the development of essential skills required for the modern workforce. The curriculum also needs to be updated to align with the demands of the 21st century. (Mukhametzhanova 2019)

Digital Divide and Technological Challenges:

The digital divide and technological challenges in Kazakhstan’s educational system pose significant obstacles to equitable access to quality education. The availability and accessibility of digital infrastructure, internet connectivity, and digital devices vary across different regions, with rural and remote areas facing greater disparities. This digital divide hampers students’ ability to benefit from online learning resources, digital tools, and educational technologies. Additionally, limited digital literacy skills among teachers and students further exacerbate the challenge. Addressing the digital divide and providing adequate technological support and training to educators and students is crucial to ensure inclusive and effective education in Kazakhstan (Hauge 2019).

UN Women in Kazakhstan launched a new project to strengthen STEM (Science, Technology, Engineering, and Mathematics). Photo by UN Women.

Shortage of Qualified Teachers

The shortage of qualified teachers in Kazakhstan is a pressing challenge that affects the quality of education. High turnover rates, low salaries, and limited professional development opportunities contribute to difficulties in attracting and retaining highly skilled educators. This shortage leads to larger class sizes, limited individualized attention, and a decline in the overall instructional quality. (OECD 2018)

Insufficient Focus on Vocational Education

The lack of emphasis on vocational education opportunities is another challenge faced by the Kazakhstani educational system. The current system primarily prioritizes academic degrees, neglecting the importance of practical skills training. As a result, there is a shortage of skilled workers in various industries, hindering economic growth and diversification. (Tanirbergenova 2017)

Inclusion of Marginalized and Disadvantaged Groups:

The educational system in Kazakhstan faces the challenge of ensuring the inclusion of marginalized and disadvantaged groups. This challenge encompasses various groups, including children from low-income families, ethnic minority groups, children in remote areas, girls, and children with special educational needs. These groups often encounter barriers that hinder their access to quality education and limit their educational opportunities.

One aspect of this challenge is the limited resources available to support the education of marginalized and disadvantaged groups. Low-income families may struggle to afford educational materials, uniforms, and transportation costs, which can impede their children’s ability to attend school regularly and participate fully in the educational process. Additionally, schools in remote areas may lack sufficient infrastructure, resources, and qualified teachers, further exacerbating educational disparities for children in these regions.

Language barriers also pose a significant challenge for certain marginalized groups, particularly ethnic minority children. Kazakhstan is a diverse country with various ethnic groups, each with its own language and cultural heritage. However, the educational system predominantly operates in Kazakh or Russian, which can create barriers for non-native speakers. Limited access to education in their mother tongue can affect these children’s ability to fully understand and engage with the curriculum, potentially leading to lower educational outcomes.

Cultural biases and discriminatory practices can further hinder the inclusion of marginalized groups in the educational system. Girls, for example, may face traditional gender roles and expectations that prioritize their domestic duties over their education. This can result in lower school enrollment rates and limited educational opportunities for girls, impacting their long-term prospects and perpetuating gender inequalities. Similarly, children with special educational needs may encounter stigmatization, inadequate support, and a lack of inclusive educational settings that cater to their specific needs.

Inadequate Funding and Research

Insufficient funding for education, coupled with limited research opportunities, creates obstacles to progress. Inadequate financial resources hamper infrastructure development, access to learning materials, and the implementation of necessary reforms. Moreover, the lack of research funding limits innovation, knowledge creation, and evidence-based decision-making within the education system. (Rakhmatullayeva 2020)

Conclusion

Recognizing and addressing the educational challenges in Kazakhstan is crucial for the country’s sustainable development and the well-being of its citizens. Unequal access to quality education, outdated curricula, shortage of qualified teachers, insufficient focus on vocational education, and inadequate funding and research are significant hurdles that need to be overcome. By implementing comprehensive reforms, increasing investments in education, prioritizing teacher training and retention, modernizing curricula, expanding vocational education opportunities, and allocating adequate funding for research, Kazakhstan can pave the way for a brighter future. These efforts will empower Kazakhstan’s students to thrive in an ever-evolving world and contribute to the country’s sustainable development.

References:

Akhmedjanova, G. (2018). Challenges facing the education system in Kazakhstan. Journal of Education and Vocational Research, 9(2), 57-62.

Mukhametzhanova, Z. (2019). Outdated Curricula and Teaching Methods in Kazakhstan: Challenges and Solutions. International Journal of Educational Development, 75, 102178.

Rakhmatullayeva, G. (2020). Teacher shortage in Kazakhstan: Causes and solutions. International Journal of Educational Development, 64, 115-120.

Tanirbergenova, A., & Kupeshova, G. (2017). The challenge of vocational education in Kazakhstan. European Journal of Social Sciences Education and Research, 9(2), 37-43.

OECD. (2018). Education in Kazakhstan: Moving towards 2030.

Hauge, T. E., & Prieto, L. P. (2019). Digital inequalities in Kazakhstan: Exploring socio-economic disparities in internet use. Information, Communication & Society, 22(7), 988-1005.