Burkina Faso is a landlocked country in west Africa. The country occupies an extensive plateau, and its geography is characterized by a savanna that is grassy in the north and gradually gives way to sparse forests in the south. A former French colony, it gained independence as Upper Volta in 1960. The name Burkina Faso, which means “Land of Incorruptible People,” was adopted in 1984.
Schoolchildren in Burkina Faso – Photo by Anadolu Agency.
Characteristics of Education in Burkina Faso
School enrollment is one of the lowest in Africa, even though the government devotes a large portion of the national budget to education. French is the language of instruction in primary and secondary education.
Education in Burkina Faso has a very similar structure to the rest of the world, primary schools, secondary schools, and higher education. The academic year in Burkina Faso runs from October to July. The Education Act enacted that schooling is compulsory between the ages of 6 and 15 but unfortunately this is not always enforced. The education system is based on the French model and teaching language in all Burkina Faso schools is French. According to the World Bank, it is notable that approximately 56% of youth have no formal education, and 16% of youth have attained at most incomplete primary education, meaning that in total 72% meaning that in total 15-24 years old have not completed primary education in Burkina Faso.
The effect of Covid-19 on Education
Like every country worldwide, the education system in Burkina Faso was also affected by Covid-19. All schools in Burkina Faso were closed for nine weeks from march 2020. After this time schools in some areas reopened, with all schooling resuming after 14 weeks (UNESCO, 2020). School closure affected more than 20,000 educational establishments, and disrupted the education of over 4.7 million learners.
The impact of Covid-19 forced the closure of schools across the country, putting the most marginalized children at risk of losing out on learning and not returning to the classroom.
Broken chalk congratulates Burkina Faso for adopting remote studying undertaken during school closures with learning materials provided via television, radio and internet for primary and secondary school (UNESCO Institute for Statistics, UNICEF & World Bank, 2020). However, 84% of students lack internet access, 81% lack digital devices, and 81% had difficulty distributing hard copies of learning materials. These disadvantaged students that are unable to access remote studies fell behind with others dropping out.
Another barrier to remote education is access to technology. The MILO (Monitoring Impacts on Learning Outcomes) project indicates that the support many schools most need relates to accessing technology, rather than human capital.
Armed groups attack on teachers, students, and schools in Burkina Faso
Burkina Faso’s education system is facing recurrent and growing attacks by armed groups. Schools have been attacked, teachers assaulted and killed, and educational resources destroyed. At one point, all schools were closed, disrupting the school calendar. Students and staff were sent home.
Burkina Faso is facing an education crisis, with severe deterioration in access to education due to armed violence over the past few years. Education indicators have been declining since 2018, with the gross enrolment rate at the primary level falling from 90.7% to 86.1% and the post-primary level from 52% to 47.3%, a loss of 5 points in three years. For example, in the Sahel region, which has been partially affected by insecurity, the gross enrolment rate at the primary level has fallen from 53.4% in 2018 to 20.3% in 2021. Thus, only one in four children were attending school in the Sahel region in 2021.
The attacks by armed groups have led to the closures of many schools in Burkina Faso. As of 31 May 2022, more than 4,000 schools were closed due to insecurity, representing 17% of schools nationwide, interrupting the education of more than 700,000 children. An estimated 2.6 million children and adolescents aged 6 to 17 are out of school, representing more than half of all school-aged children (51.4%).
School closures increase with safety threats from armed groups – Photo by UNICEF
Access to water, sanitation, and hygiene
54% of the population of Burkina Faso has access to improved drinking water sources while only 23% has access to improved sanitation facilities. Regarding water and sanitation facilities in schools, Burkina Faso faces challenges. 14 years old Pauline W. Somlare grade 6 at Mouni primary school located 13 km from Niou in the plateau central region. Open since October 1979, it was only in 2001 that the school got its first water pump. Despite the water installation, not everything is going as it should. A few weeks ago, the school was again facing a crucial water problem leading to thirst, lack of hygiene, late lessons, and the often-served late lunch. The latest failure in 2019 could be repaired. In December 2019, thanks to UNICEF intervention following a request from the ministry in charge of education, the water pump was rehabilitated in Jan 2020.
Quality of Education
Despite the quality management of Burkinabe education system and its numerous educational strategy: The Orientation Law, the Basic Education Sector Development Plan, the Education Sector Plan, the Integrated Strategy for the Strengthening of Pedagogical Management, the Integrated Strategy for the Continuous Training of Teachers and Pedagogical Managers, or its Quality Reference Framework for Basic Education. Burkina Faso is still not quite “top of the class”. Defining strategies isn’t enough to guarantee success.
The scarcity of financial resources is a fact, accentuated by the transfer of competencies from the State to local authorities. And, if financial resources are lacking, the diagnosis also highlights that human resources are also limited. In a system that tends to move towards greater decentralization and which entrusts a great deal of responsibility to the actors closest to the ground, their support for these new responsibilities (particularly administrative and financial) is not always equal to the challenges.
Resources that do not always match the needs. With little training and support, teachers at the concentrated areas seem to have difficulty entirely playing their role. Often burdened by a heavy administrative workload, they have difficulty keeping up with the pace and thus slow down actions to improve quality teaching.
Negative Consequences for Students, Teachers, Society.
Attacks on schools and class disruptions have reduced the quality of education students receive and put many students behind in their studies. According to Human Rights Watch, one student said that she had failed her final exam after an attack forced her school to close for weeks, leaving her unable to prepare. Another said, “It makes me unhappy, to not be able to finish, to have to retake classes, to not even have any documents to show you took the class.
Lack of psychosocial and material support to victims of attacks from the armed group of men
Human Rights Watch identified the lack of consistent and timely support for victims of education-related attacks as another major issue. Numerous teachers who were attacked or threatened said they had never received any psychosocial support from the government. Others said the support they had received was perfunctory and woefully inadequate, without any longer-term follow-up. Many still struggled with emotional or psychological issues. Teachers said they felt abandoned and undervalued, and expected to restart work following redeployments despite the lack of the required psychosocial, financial, or material support.
Conclusion
Despite the challenges facing the education system in Burkina Faso, the government of Burkina Faso and other non-governmental organizations are trying to improve education in Burkina Faso. Nearly one million students do no longer have access to education. As a response, UNICEF, the Ministry of National Education, Literacy and Promotion of National Languages (MENA), and its partners, such as King Salman Humanitarian Aid and Relief Center (KSrelief) have developed the Radio Education Programme in 2018. This programme is ensuring continuity of learning for affected children, who fled their homes because of the attacks on their schools.
Education is a fundamental human right. As dictated by the ICESCR and CESCR, everyone is entitled to non-discriminatory, quality, culturally sensitive, affordable, and accessible education. According to the Human Rights Measurement Initiative, in 2019 Perú showed fairly good results when it came to using its income to ensure the fulfillment of people’s right to education. From a low-and-middle-income assessment standard, it achieved 89.3% of the benchmark set for the global ranking, and 90.5% of its income-adjusted benchmark[i]. Indeed, there have been considerable improvements in the Peruvian education system throughout the years, such as an increase in the education budget (a 50% between 2012 and 2017) and overall greater accessibility and provision of education to the bulk of society[ii].
Nevertheless, numerous recent sources indicate, through a more nuanced view, that several obstacles still hamper accessible and quality education in Perú, especially for certain vulnerable populations, which in some cases are discriminated simultaneously at multiple levels. The following paragraphs will outline some of the current challenges that Perú faces when ensuring human rights in education.
Segregation
According to a recent in-depth study that uses data from the Peruvian Ministry of Education, the uneven distribution of students in Peruvian schools depending on socioeconomic level, but also residence location or performance is a great challenge that is barely attended. Having extremely homogenous populations in educational centers, with certain centers accumulating those with similar socioeconomic advantages, negatively affects social cohesion, the quality of education, the exchange of social capital and the access to equal opportunities.
An example of this can be found in the expansion of private education centers. Originating in the widespread prestige of private education among Peruvians since the 90’s, the popularity and demand for private centers has increased steeply. Registration to basic education centers went from 14% in 1997 to 28.4% in 2020[iii]. While the Peruvian state pushed for universal education by providing public centers, it allowed the expansion of privatization, placing little regulation upon the sector. This has coincided with an increase of segregation in education, there currently is an uneven distribution of the student population among educational centers.
Rural public schools hold a disproportionately great number of low-income students, followed by urban public centers, then low-cost private centers and finally high-cost private centers, which are mainly composed by high-income students and barely contain socioeconomically disadvantaged students. Within the private circuit, the performance of students also increases with the cost of the school, pointing to the idea that individuals get only the education they can pay for.[iv] It should be noted that student performance in the increasingly popular low-cost private centers is sometimes similar or even lower than in standardized public schools, while they sometimes lack appropriate material and teacher capacitation. This indicates that the prestige of private education is sometimes uncalled for.[v]
Another example of segregation in education is displayed by the COAR or High-Performance Centers, secondary education centers that “reward talent”. Such public institutions accumulate students with outstanding results and are sometimes framed as inclusive, since they provide the opportunity to obtain “better quality” education those who cannot afford private schools. But it is precisely in the fact that the state guarantees a better quality of education in those centers that they become problematic, since the state fails its own responsibility to ensure the same educational quality to all its citizens. The 25 existing COAR only contain around 6.700 students in total and their student investment is 12.5 times higher compared to the rest of public schools, undermining the principles of equity and equal access to opportunities.[vi] Separating high-performance students from their original schools also curtails the possibility of peer-to-peer learning and improvement for the rest of students.
Moreover, while the access to a COAR seems to be solely determined by an individual’s “merit”, it must be considered that minority and vulnerable populations (such as individuals from rural and indigenous areas, whose mother tongue is not Spanish and whose parents have a low educational level) are significantly less likely to be enrolled or accepted in a COAR. It can be argued that “talent” is, in the end, only easily recognized and displayed in contexts of advantage; it is necessary to promote inclusive educational systems that provide equal opportunities for all.
Since May 2022 there has been a controversial law in place that can deeply affect education in human and civil rights, curtailing the quality of education: the Law No. 31498. This law essentially allocates greater power to parent’s associations to overwatch the curriculum of primary and secondary school levels, including veto power. The law contemplates that a moral criterion can be applied when overwatching (or vetoing) the curriculum’s content.
While supporters of this law claim that it can enhance the quality of the educational material, organizations such as Human Rights Watch claim that this law puts quality and independent education to risk by subjugating the expertise of teachers and the Ministry of Education to parent’s views and opinions. They acknowledge that it is important to involve the parents in the educational process, but they note that this law has, in practice, translated into the reduction or veto of education in gender and sexuality matters.[vii] Such education is crucial to promote equality, social justice, and human rights, especially considering the high teen pregnancy rates and increased sexual violence rates in Perú.[viii] In fact, one of the recommendations by the 2018 UPR highlighted the need of an integral sexual education to inform women and girls about sexual health and reproductive rights.[ix] In short, this law potentially challenges the quality of education in human rights, justice and freedom of expression while hampering the development of critical thinking skills.
Also, as regards legal improvements, it should be noted that, as noted in the 2018 UPR recommendations, fully equipping disabled people with full juridical capacity and recognition in the Civil Code could guarantee their access to adapted, inclusive, quality education, which is something that hasn’t been fully achieved yet.[x]
The Digital Gap
The Covid-19 pandemic hit the Peruvian educational system hard: in 2021, a total of 124.533 students stopped attending the classes. Although the government of Perú acted fast and implemented various policies to continue providing education for all students (including the provision of technological material to families with little resources and connectivity, and equipping teachers with capacities to adapt to virtual education)[xi], the crisis underscored a salient problem in Peruvian education: the so-called Digital Gap.
Children from a rural area using technological devices. Photo by Servindi.
Numerous studies conducted during and after the pandemic highlighted that rural, usually indigenous families (which are also often the ones with lowest income) have got less access to technological material, sometimes lack internet connection and, by extension, attain less digital literacy than those located in urban areas under better socioeconomical conditions.[xii] The lack of technological accessibility and knowledge is a widespread problem in South America and the Caribbean, where as much as 55% of the population is affected.[xiii] This gap represents a situation of inequality in education access and quality between urban, wealthier populations and poorer rural communities, and it has implications far beyond the Covid-19 pandemic in a future where digital access is increasingly essential for professional development[xiv]. Less than 10% of the Peruvian population that did not finish primary education has access to internet[xv], highlighting that the inequality also affects those with a lower educational level, making the inequality somewhat cyclical. It should also be considered that ensuring the obtention of technology is not enough: the technological item itself needs to be accessible to students with special needs, which reportedly was the most overlooked collective during the pandemic.
Illiteracy, School Dropout and Absenteeism
According to the National Statistics Institute, around 5.6% of the population over 15 years old in Perú do not know how to read and write.[xvi] Literacy is key to reduce poverty and build democratic and fair societies with respect for social equality and human rights. While steady improvements have been made in this area in Perú, the illiteracy rate remains high, especially among, again, vulnerable collectives and minorities. Most illiterate individuals live in contexts of extreme poverty located in rural areas (in which illiteracy is 4 times greater than in urban areas), are indigenous, and their mother tongue is Quichua, Aimara or another regional language.[xvii] The gender component, which will be elaborated on further on this article, also plays into illiteracy: 8.3% of Peruvian women are illiterate, compared to 2.9% of men.[xviii]
Women from a rural area attending a literacy class. Photo by Diario Correo.
The number of workers between 14 and 18 years old has reportedly increased by 485.000 in 2021.[xix] Many young individuals who live in non-urban areas in poor economic conditions, often must assume work duties to survive, which makes their school attendance irregular and negatively impacts their performance.[xx] This is especially true for girls, who are often assigned to do the bulk of domestic work by their families, or who are affected by teenage pregnancy and sometimes forced into marriage.[xxi] This represents an obstacle to alphabetization and obtention of quality education, as well as a school dropout problem: the dropout rate in Perú is of 6.3%. For the reasons mentioned above, the rate for women is of 10.2% while for men it is of 8.4%.[xxii]
The challenge here is obvious: there needs to be greater efforts to increase literacy, particularly in poverty and rural contexts, including tending to the cultural and language needs of indigenous communities by enacting more flexible and inclusive education systems.[xxiii] Gender sensitive policies to ensure the education of girls and women must also be developed, while fighting patriarchal gender roles that undermine their rights.
A child working in agriculture. Photo available in RCR.
Sexual Violence in Education
In 2018, 34.6% of the Peruvian teenagers between the ages of 12 and 17 had reportedly been victims of sexual abuse either at home or at school.[xxiv] Needless to say, these experiences deeply harm children at various levels and profoundly violate their human rights, including their right to quality education. This figure is alarming enough to highlight the importance of preventing such violence in education through implementing strong reporting and detection mechanisms, applying multisectoral prevention plans against child victimization, providing education in sexual and gender matters, raising awareness as well as building a stronger and more accessible justice system.[xxv]
Discrimination
As it can be picked up from the sections above, there is a level of discrimination towards certain (vulnerable) populations in Peruvian education, expressed through situations of inequity, inequality of opportunities and access to education, and differential provision of quality education.
Discrimination by gender is one of the most pressing matters. As explained earlier, Peruvian women and girls experience inequality in access and permanence in primary, secondary, and tertiary education due to socially enforced sexist gender roles that disregard their right to quality education.[xxvi] The inequality worsens in the case of women who live in rural areas; a limited education limits their professional possibilities, driving them towards jobs that do not require professionalization, provide low incomes and poor working conditions.[xxvii] Moreover, although the legislation includes a gender lens in education since 2003, implementation of a curriculum on gender issues has been very slow, mainly due to the opposition of religious groups.[xxviii] Hence, education in Perú still enforces sexist stereotypes that perpetuate gender inequalities.
Children from rural areas attending class. Photo by Educacción Perú.
Inequality is experienced by rural populations as well, visible through the previously mentioned education access difficulties, lower quality education due to lower resource allocation in rural educational centers, lack of technological facilities, and socioeconomical constrains. Indeed, the discrimination of these individuals intersects with the discrimination of lower socioeconomic status individuals, whose conditions makes it hard to attain educational continuity and good performance. Only 1 in 10 poor youths access university, while 5 in 10 rich youths do.[xxix]
Also intersecting with the discrimination towards rural populations, there is a longstanding discrimination against indigenous peoples. Evidence of this is displayed, for example, by the fact that they are vastly underrepresented in tertiary education. Students whose mother tongue is Spanish are more than twice as likely to register in tertiary education (34.4%) than those whose mother tongue is an indigenous one (14.1%).[xxx]
Disabled students also suffer a longstanding situation of inequality that, although formally condemned by the state and legally acknowledged, in practice results in the continued segregation of disabled students and a deficient Basic Education assistance rate of 52%.[xxxi]
Disabled children attending school. Photo by Perú 21.
Yet another level of discrimination in education can be seen against Venezuelan migrant children. Venezuelan migration to Perú for sociopolitical and economic reasons has been a rising phenomenon over the last years. Unfortunately, prejudices against them and structural disadvantages has placed them in a position of vulnerability; and Venezuelan children have not been exempted from it: 42% of Venezuelan children in Perú still have not accessed formal education.[xxxii] More palpable forms of discrimination towards Venezuelan children such as xenophobic bullying have also been reported. Physical or psychological violence in the context of education has been the result of xenophobia against Venezuelans, sometimes intersecting with other forms of discrimination, such as gender-based prejudices, which have contributed to the hyper-sexualization of Venezuelan girls.[xxxiii]
All in all, it seems necessary to promote inclusive educational schemes in which centers, educators, students, and families take conscience of the existing inequalities and work together to overcome them. The state needs to properly equip institutions and professionals in order to implement policies that shape a system that truly grants universal access to the same opportunities and quality contents while ensuring a positive and safe environment for all individuals.[xxxiv]
Acho Ramírez, S., Diaz Espinoza, M., Criollo Hidalgo, V., & García Camacho, O. E. (2021). La realidad de la educación inclusiva en el Perú y los retos desde la virtualidad. In EduSol, 21(77), 153-168.
Ames, P (2021). Educación,¿la mejor herencia o el mejor negocio?: La segregación educativa en el Perú y los desafíos para la formación ciudadana. In Revista Peruana de Investigación Educativa, 13(15).
Becerra Paico, B. D. (2022). Políticas públicas en educación: Discriminación por género en el sistema educativo, caso Centro Poblado Saltur del distrito de Zaña, provincia de Chiclayo en la región Lambayeque, 2018-2019. Universidad Nacional Pedro Ruiz Gallo, Facultad de Ciencias Histórico Sociales y Educación.
Castillo-Acobo, R., Quispe, H., Arias-Gonzáles, J., & Amaro, C. (2022). Consideraciones de los docentes sobre las barreras de la educación inclusiva. Revista De Filosofía, 39.
Cuenca, R., & Urrutia, C. E. (2019). Explorando las brechas de desigualdad educativa en el Perú. In Revista mexicana de investigación educativa, 24(81), 431-461.
Human Rights Tracker (n. d.) Right to education – Human Rights Tracker. Retrieved from:https://rightstracker.org/en/metric/education?pb=best&dir=desc®ion=americas
INEI (2018). Capítulo 6: Tasa de analfabetismo. In Perú: Indicadores de Educación por Departamentos, 2008-2018 (pp. 131–140).
Navas Zaraza, A., & Morin Cabrera, N. (2021). Documento de orientaciones para la prevención de la discriminación y el acoso escolar xenofóbico en las instituciones educativas. In repositorio.minedu.gob.pe.
Ortega Murga, O. J., Quispe Ávalos, A. M., Consuelo Navarro, B., & Tello Sifuentes, Y. (2021). La educación virtual en época de pandemia: Los más desfavorecidos en el Perú. In Horizontes Revista de Investigación en Ciencias de la Educación, 5(21), 109-122.
Rojas, E. S. A. (2022). La equidad de género en la educación peruana. In Sapienza: International Journal of Interdisciplinary Studies, 3(1), 608-619.
Santa María, B. C., Nizama, J. L. R., Santa María, I. C., & Ramírez, G. S. (2020). Educación y recursos económicos en mujeres del campo en Perú. In Revista de ciencias sociales, 26(2), 81-93.
Tarazona, C. N. (2021). Tensiones respecto a la brecha digital en la educación peruana. In Revista peruana de investigación e innovación educativa, 1(2), e21039-e21039.
UN, Human Rights Council (2018, March 28). Informe del Grupo de Trabajo sobre el Examen Periódico Universal. Examen Periódico Universal. United Nations, A/HRC/37/8.
Paraguay is a South American country that contains a diverse amount of ethnical and racial population. In number, more than half of the country is mestizo, 30% of white people, and almost 3% indigenous. These numbers are important in a way to create policies that embrace all people[1]. Another important factor about Paraguay is the role religion plays in this society. According to Latinobarometro data[2], almost 90% of the Paraguayan population is Catholic. This means religion plays a very strong role in people’s decisions and ethical behavior. Cultural decisions based on religion tend to define distinct roles between genders and races. The population is also divided between urban and rural, with almost 40% of the rural and farm population. This generates a diversity of actions that accentuate gender inequality and prejudice linked to the fate of certain groups in that society.
Marked by a sequence of authoritarian governments and complex development processes, Paraguay has immense social inequalities that mirror education. These factors are relevant for analyzing the educational situation and the challenges faced in the country. When asked about fairness in access to education, 47.5% state an “unfair” access while 32% mention a “very unfair” access[3]. This leads us to ask: why is the access to education in Paraguay considered very unfair by the majority of the population?
Digital education efforts in Paraguay – UNICEF
Social Inequality and Covid-19 Pandemic
The first big problem that impacts education is inequality. Data from 2020 reveals that the discussion about the problems in the country is related to poverty, financial problems, and educational challenges[4]. This is something that affects not only Paraguay, but all of Latin America and the Caribbean. For instance, during the Covid-19 pandemic, there is what they call an “educational blackout”[5].
Due to the closing of the schools, education took place online. The problem in this situation is that access to the Internet is limited by equipment, good network quality, and digital skills. Economic Commission for Latin America and the Caribbean (ECLAC) data report that, among students under 18 years old, about 60% had no Internet access in Paraguay. This became a challenge to education during the two years of remote education. However, considering the connected reality in which we live, this can still be considered a palpable problem for the country and the region.
Unequal access to education affects education rates long before the pandemic. In 2019, for example, when checking the performance of elementary school students, the result is that Paraguayan students had lower levels of performance in mathematics. About the low progress, the Director of the Regional Bureau for Education in Latin America and the Caribbean (OREALAC) of the United Nations Educational, Scientific and Cultural Organization (UNESCO), Claudia Uribe mentions the need to take urgent governmental measures to achieve the 2030 Agenda[6]. This school exclusion affects some groups more sharply. Students from indigenous peoples, afro-descendants, and migrants encounter disadvantages.
Indigenous Girls & Women
The creation of the country was based on the exclusion of indigenous peoples. For this reason, it is possible to note the social impacts suffered by these groups to this day. It is a large ethnic diversity. The right to be involved, political participation, and access to education are essential to mitigate these inequalities. There are constitutional advances in this sense, such as the 1992 Constitution, which recognizes and guarantees the rights of indigenous peoples in Paraguay:
ARTICLE 66 – EDUCATION AND ASSISTANCE
The State shall respect the cultural peculiarities of the indigenous peoples, especially with regard to formal education. Attention shall also be paid to their defense against demographic regression, depredation of their habitat, environmental pollution, economic exploitation, and cultural alienation. (Artículos de la Constitución Nacional)[7]
However, the reality is indigenous people dealing with exclusion and poverty. This affects the educational indicators of the indigenous population, which worsen when we consider the reality of the indigenous female population. In Paraguay, free and mandatory schooling lasts nine years (basic education)[8]. Considering this, Indigenous men stay in education for a little less than five years, while Indigenous women about 3.5 years. A big difference in the amount of education guaranteed. Data from the Permanent Continuous Household Survey (EPHC)[9] shows three main reasons for these school leavings.
The first is for family reasons. About 20% of indigenous women dropped out of their studies because they had too many domestic activities to do. The second reason involves economic aspects. In this case, more than 25% of the indigenous men dropped out of school because they needed to get a job. And the third reason is the lack of sufficient educational institutions. Especially an education in which their culture and their views are considered, as mentioned in Constitutional Article[10]. The way of life of many indigenous communities is still based on hunting and gathering customs. A school that adapts to this reality is necessary and, for this, the government needs to invest in this type of proposal beyond a constitutional vision[11].
This is a reality of racial-ethnic inequalities, but also of gender inequalities. A reality that has been propagated since colonial times, in which indigenous women and girls were kidnapped by colonizers to occupy positions of domestic maintenance and procreation. The colonizing process impacted the economic system of these traditional peoples, which is not seen as productive enough. The role of indigenous women, then, shifts within this reality. This is why their socio-economic status has such an impact on the achievement of education. Almost 70% of indigenous women are in poverty. Many of them are considered “economically inactive” because they only perform domestic activities[12]. Some authors mention that “being an indigenous woman” in this society implies triple discrimination: ethnic, gender, and class.
The guarantee of the right to education for this part of the Paraguayan population is urgent. Although progress has been made, a better institutionalization of these rights is needed. This must be done while respecting and strengthening the specific culture of each indigenous group.
Conclusion
The lines of hope for improving the educational challenges faced by Paraguay need to be directed at mitigating socioeconomic inequality. A more inclusive, equitable, and safe school structure is needed. Above all, universalization of access to secondary education. The use of digital transformation in favor of educational progress is also urgent since it is useful and essential learning for the contemporary reality we live in. Investing in education is one of the keys to sustainable development.
These impacts of inequality are also directly linked to the reality of indigenous women. However, more than policies to improve and actions to combat this inequality, it is necessary to give these women the power to make decisions. The issues of poverty and education are just some of the problems faced by this group. Violence is high, and several indigenous women are organizing themselves in the form of activism to combat violence[13]. In this sense, the activism and organization of these peoples are continuously advancing to fight for the guarantee of indigenous peoples’ rights. However, increasing opportunities for political positions and placing them as creators of specific public policies seems to be the most appropriate action.
Although the constitutional right to education exists for every citizen of Paraguay, it is important to point out the distinction that exists between the prerogative of a right and the reality of a quality education. For all.
References
[1]Soto, C., & Soto, L. (2020). POLÍTICAS ANTIGÉNERO EN AMÉRICA LATINA: PARAGUAY (S. Correa, Ed.; Género & Politica em América Latina, Trans.) [Review of POLÍTICAS ANTIGÉNERO EN AMÉRICA LATINA: PARAGUAY]. Observatorio de Sexualidad y Política (SPW). https://sxpolitics.org/GPAL/uploads/Ebook-Paraguai%202020203.pdf
[5] Caribe, C. E. para a A. L. e o. (2022, November 29). Seminario web “La transformación de la educación como base para el desarrollo sostenible.” Www.cepal.org. https://www.cepal.org/pt-br/node/57919
[6] https://plus.google.com/+UNESCO. (2021, November 30). Resultados de logros de aprendizaje y factores asociados del Estudio Regional Comparativo y Explicativo (ERCE 2019). UNESCO. https://es.unesco.org/news/resultados-logros-aprendizaje-y-factores-asociados-del-estudio-regional-comparativo-y
[7] Artículos de la Constitución Nacional. Secretaría Nacional de Cultura. (2011, August 17). Retrieved April 7, 2023, from http://www.cultura.gov.py/2011/08/articulos-de-la-constitucion-nacional/#:~:text=ART%C3%8DCULO%2066%20%E2%80%93%20DE%20LA%20EDUCACI%C3%93N%20Y%20LA%20ASISTENCIA&text=Se%20atender%C3%A1%2C%20adem%C3%A1s%2C%20a%20su,econ%C3%B3mica%20y%20la%20alienaci%C3%B3n%20cultural.
[8] SOUZA, K. R., & BUENO, M. L. M. C. (2018). O direito à educação básica no Paraguai. Revista Ibero-Americana de Estudos Em Educação, 13(4), 1536–1551. https://doi.org/10.21723/riaee.unesp.v13.n4.out/dez.2018.11759
[9] Principales Resultados Anuales de la Encuesta Permanente de Hogares Continua (EPHC) 2017 y 2018. (n.d.). Www.ine.gov.py. Retrieved April 7, 2023, from https://www.ine.gov.py/resumen/MTA0/principales-resultados-anuales-de-la-encuesta-permanente-de-hogares-continua-ephc-2017-y-2018
[10] INE::Instituto Nacional de Estadística. (n.d.). Www.ine.gov.py. Retrieved April 7, 2023, from https://www.ine.gov.py/publicacion/31/poblacion-indigena
[11] Situación educativa de las niñas y mujeres indígenas en Paraguay. (n.d.). Www.observatorio.org.py. https://www.observatorio.org.py/especial/30
[12] Situación educativa de las niñas y mujeres indígenas en Paraguay. (n.d.). Www.observatorio.org.py. https://www.observatorio.org.py/especial/30
[13] Por nuestros derechos y contra toda violencia, una reflexión contra la violencia de género con las mujeres indígenas en Paraguay – FIIAPP. (n.d.). Www.fiiapp.org. Retrieved April 7, 2023, from https://www.fiiapp.org/noticias/derechos-toda-violencia-una-reflexion-la-violencia-genero-las-mujeres-indigenas-paraguay/
We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking “Accept All”, you consent to the use of ALL the cookies. However, you may visit "Cookie Settings" to provide a controlled consent.
This website uses cookies to improve your experience while you navigate through the website. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. We also use third-party cookies that help us analyze and understand how you use this website. These cookies will be stored in your browser only with your consent. You also have the option to opt-out of these cookies. But opting out of some of these cookies may affect your browsing experience.
Necessary cookies are absolutely essential for the website to function properly. These cookies ensure basic functionalities and security features of the website, anonymously.
Cookie
Duration
Description
cookielawinfo-checkbox-analytics
11 months
This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checkbox-functional
11 months
The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checkbox-necessary
11 months
This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-others
11 months
This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-performance
11 months
This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy
11 months
The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.
Functional cookies help to perform certain functionalities like sharing the content of the website on social media platforms, collect feedbacks, and other third-party features.
Performance cookies are used to understand and analyze the key performance indexes of the website which helps in delivering a better user experience for the visitors.
Analytical cookies are used to understand how visitors interact with the website. These cookies help provide information on metrics the number of visitors, bounce rate, traffic source, etc.
Advertisement cookies are used to provide visitors with relevant ads and marketing campaigns. These cookies track visitors across websites and collect information to provide customized ads.
