Protecting Deceased Individuals and Their Remains

Presented by Alexia Kapsampeli

International humanitarian law has established important principles about dead and missing in armed conflict. These principles protecting dead persons are based on fundamental human values.
The requirements that the dead be treated with respect and dignity existed long before there were any attempts to identify and codify the legislation.¹ In Homer’s Iliad, horror and concern about the dead becoming “prey to dogs and vultures” exist.² According to the Greek Heroic Age standards, when Homer wrote the Iliad, “it is recognised custom for the victor after stripping his dead enemy to throw the body to the dogs and vultures”.³ Similarly, in the Classical period, Sophocles’ Antigone discusses the treatment of Polynice’s dead body. ⁴ As the first Professor of Anthropology at the University of Oxford, Edward B. Tylor, emphasised in his book “Primitive Culture, ii”: “In classic antiquity… it was the most sacred of duties to give the body its funeral rites”.⁵

The government of Israel claims that the Geneva Conventions do not apply to the occupied Palestinian territories. However, human rights law is still applied even in an armed conflict, as a part of international humanitarian law, according to the International Court of Justice and the United Nations Human Rights Committee 19. As for Hamas, it is not a party to the international conventions, but the customary rules of international humanitarian law apply to all parties in an armed conflict. On the other hand, Israel’s actions in the Occupied Palestinian Territories are limited by international humanitarian law and by the customary rules of human rights law.

In a July 2020 report, the United Nations rapporteur on human rights, Michael Lynk, of withholding bodies of killed Palestinians. According to the report, “UN Secretary Ban Ki-Moon observed in 2016 that the withholding of bodies amounts to collective punishment and is also inconsistent with Israel’s obligations as an occupying power under the Fourth Geneva Convention”. It is said collective punishment is a tool of control and domination that is antithetical to the modern rule of law and prohibited by all legal systems across the globe.¹³

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Featured Image “Jerusalem, located on a plateau in the Judean Mountains between the Mediterranean and the Dead Sea, is one of the oldest cities in the world. ” by Northern Adventures on Flickr.

¹ Last Rights The Dead, the Missing and the Bereaved at Europe’s International Borders 2 Proposal for a Statement of the International legal obligations of States May 2017 https://www.ohchr.org/sites/default/files/Documents/Issues/Migration/36_42/TheLastRightsProject.pdf Last accessed on January 17, 2024
² Hrvoje Cvijanović “Death and the City: Political corpses and the specters of Antigone” University of Zagreb, 2019, https://hrcak.srce.hr/file/336271 Last accessed on January 19, 2024
³ Basset Samuel Elliot “Achilles’ Treatment of Hector’s Body” Transactions and Proceedings of the American Philological Association, p 41-65, 1933
⁴ Hrvoje Cvijanović “Death and the City: Political corpses and the specters of Antigone” University of Zagreb, 2019, https://hrcak.srce.hr/file/336271 Last accessed on January 19, 2024
⁵ Frank Tarbell “Greek Ideas as to the Effect of Burial on the Future of the Soul” Transactions of the American Philological Association (1869-1896) Vol 15, pp (36-45) https://www.jstor.org/stable/2935798?seq=1 Last accessed on January 19, 2024

¹³ Report of the Special Rapporteur on the situation of human rights in the Palestinian territories occupied since 1967, https://www.ohchr.org/sites/default/files/HRBodies/HRC/RegularSessions/Session44/Documents/A_HRC_44_60.pdf, 2020, Last accessed on January 21, 2024

Confronting Obstacles: Human Rights and Nuclear Testing in the Marshall Islands

Presented by Caren Thomas and Merve Tiregul

The Marshall Islands has faced significant challenges stemming from nuclear legacies, primarily due to the extensive nuclear testing conducted by the United States during the Cold War. One concrete example is the Bikini Atoll, where the US conducted the Castle Bravo test in 1954.

The Marshall Islands has faced significant challenges stemming from nuclear legacies, primarily due to the extensive nuclear testing conducted by the United States during the Cold War. One concrete example is the Bikini Atoll, where the US conducted the Castle Bravo test in 1954.

The Marshall Islands has engaged in legal initiatives to seek compensation and acknowledgement from the United States for the damages caused by nuclear testing. Non-governmental organisations like the Marshall Islands Nuclear Claims Tribunal were established to seek compensation and acknowledgement from the United States for the damages caused by nuclear testing. While the tribunal stopped functioning in 2011, it nevertheless played a crucial role in holding the United States accountable for its nuclear testing and achieving justice for the affected Marshallese. The tribunal’s major cases include the Enewetak Class Action, Utirik and Rongelap, and Bikini.
The Marshall Islands National Nuclear Commission has prepared an action plan to achieve nuclear justice. With this action plan, they focus on five pillars of nuclear justice: compensation, healthcare, environment, national capacity, and education and awareness. The Commission asserts that only after fulfilling these pillars can the Marshallese and their land heal. They demand compensation for property damage and personal injury, the right to quality healthcare, specifically for cancer, the right to live in a safe environment without exposure to radiation, having the national capacity to detect and monitor radiological threats, and the ability to educate and spread awareness about their nuclear history for future generations. In terms of compensation, the focus is on requesting a resolution from the US Congress and launching a public awareness campaign to address the impact of ongoing nuclear testing. Healthcare goals include ensuring nationwide services for all illnesses, facilitating easy referral to overseas facilities, and enhancing understanding of health trends, radiation impacts, and intergenerational effects. Environment objectives involve raising awareness about radiation exposure and addressing challenges related to the nuclear waste storage facility on Runit Island. For nuclear capacity, the emphasis is on developing national capabilities for monitoring and interpreting nuclear-related research. Lastly, in education and awareness, the Commission aims to empower communities with knowledge and leadership skills to address nuclear testing impacts and ensure future generations possess a strong understanding of nuclear history and the capacity to address challenges.

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Featured Image “US nuclear weapons test at Bikini Atoll in the Marshall Islands in 1946” by International Campaign to Abolish Nuclear Weapons on Flickr.

1 Blancaflor, S., Escobar, A. (2018). Filipino Cultural Schools Helps Bridge Filipino Americans and their Heritage. Available at: https://www.nbcnews.com/news/asian-america/filipino-cultural-schools-help-bridge-filipino-americans-their-heritage-n924381

2 Ibid.

3 Del Rosario,K.A., Inero Valbuena, A. (2020). Unfolding of Filipino School Leadership Experiences in Doha, Qatar. Asian Journal of University Education, 16(1), pp.97-108. Available at: https://eric.ed.gov/?id=EJ1252260

4 Magante, M. C. (2020). The determinants of migration: Italian regional factors and the relationship with Filipino migrant labour supply. World Journal of Applied Economics, 6(1), 21-39.

5 Republic of the Philippines. (2017). PHL Embassy Promotes Phl Culture, Tourism in Huge ‘Barrio Fiesta‘ in Rome. Available at:https://dfa.gov.ph/dfa-news/news-from-our-foreign-service-postsupdate/12618-phl-embassy-promotes-phl-culture-tourism-in-huge-barrio-fiesta-in-rome

6 Yonaha, Y. (2024). Negotiating Leisure Constraints in the Pandemic: The Case of Migrant Domestic Workers in Hong Kong. Int J Sociol Leis. Available at: https://doi.org/10.1007/s41978-024-00150-8

7 Ibid.

8 Smith, D. M., & Gillin, N. (2021). Filipino nurse migration to the UK: understanding migration choices from an ontological security-seeking perspective. Social Science & Medicine, 276, 113881. Available at: https://www.sciencedirect.com/science/article/abs/pii/S0277953621002136

9 Ibid.

10 Magliveras, S., & Al Qurtuby, S. (2023). Connecting worlds: Filipino and Indonesian sojourns to Saudi Arabia. Asian and Pacific Migration Journal, 32(3), 549-571. Available at: https://doi.org/10.1177/01171968231211075

11 Ibid.

Climate change and its impacts on girl’s education

Presented by Ariel Ozdemir, Faith Galgalo, Ioana-Sorina Alexa, Olimpia Guidi, Sterre Merel Krijnen

The barriers to girls’ equal access to education in Ecuador are multifaceted and deeply intertwined with socio-economic disparities and the differential impacts of climate change. Women are at the forefront of paid and unpaid work, representing 34% of unpaid domestic work. In June 2019, 17% of women were engaged in unpaid labour, a decrease from 18% in the previous month.1 Statistics on Ecuador’s female unpaid labour employment rate are updated quarterly, averaging 16% from Dec 2013 to June 2019, reaching an all-time high of 18% in March 2019 and a record low of 11% in June 2014.2

Women often hold the responsibility of caring for the home and family. This burden is exacerbated by household resource scarcity (such as water and services). Women, particularly in rural and indigenous communities, work significantly more extended hours than men, usually around 86 and 62 hours a week for women and men, respectively.3 In turn, this increased workload can restrict girls’ time and opportunities for education, as they may be required to assist with household tasks instead of attending school.

Another barrier that women and girls face is poverty, as 66% of women in Ecuador live in conditions of poverty, as opposed to 11% of men.4 These increased levels of poverty often result in women and girls taking on an increased domestic workload but also attempting to take on additional work outside the home to sustain themselves and their families financially.

Gender-based violence poses an additional obstacle to girls’ education by creating unsafe environments both inside and outside the home, particularly in regions with high rates of violence. In 2022, 332 femicides were documented in Ecuador, the highest number of the study period, a significant increase from the 197 cases in the previous year.5

Disparities in political representation and decision-making exacerbate the challenges faced by both women and girls, limiting their ability to advocate for their rights to education and protection.

This report was submitted to the Office of the Commissioner for Human Rights issued by OHCHR.

Input_to_HRC_report_on_equal_enjoyment_of_the_right_to_education_by_every_girl_pursuant_to_HRC_resolution_54_19

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Featured Image by Robin Erino on Pexels.

1 CEIC. (2019). Ecuador Employment Rate: Unpaid Labour: Female. Available at: https://www.ceicdata.com/en/ecuador/enemdu-employment-rate/employment-rate-unpaid-labor-female

2 CEIC. (2019). Ecuador Employment Rate: Unpaid Labour: Female. Available at: https://www.ceicdata.com/en/ecuador/enemdu-employment-rate/employment-rate-unpaid-labor-female

3 De ser sensibles al compromiso por la igualdad y el clima, CDKN Latin America, 2019. Available at: https://cdkn.org/es/noticia/generoecuador

4 ​​De ser sensibles al compromiso por la igualdad y el clima, CDKN Latin America, 2019. Available at: https://cdkn.org/es/noticia/generoecuador

5 Statista. (2023). Number of Feminicides Victims in Ecuador from 2013 to 2023. Available at:

Flipino migrant’s contributions

Presented by Alexia Kapsampeli, Ariel Ozdemir, Mila Gürün, Olimpia Guidi, Sarah Kuipers

Filipino migrants and their families contribute significantly to socio-cultural interactions through education. For example, in countries like the United States and Canada, Filipino community organisations collaborate with local schools to introduce Filipino culture through language classes, dance workshops, and cultural celebrations.1 In California, the “Filipino Cultural School” offers language courses and cultural immersion programs to both Filipino-American children and other students interested in learning about Filipino heritage.2

Educators also play a crucial role in promoting cultural exchange. In Qatar, Filipino teachers in international schools integrate Filipino literature and history into the curriculum, fostering greater understanding and appreciation among students from diverse backgrounds.3

Civic-Political Engagements:

Filipino migrant families actively engage in civic and political activities to contribute positively to their host societies. For instance, in Italy, Filipino migrant organisations collaborate with local authorities to organise cultural festivals and community events, promoting cross-cultural understanding and integration.4 One such event is the “Barrio Fiesta,” where Filipino migrants showcase their traditions, cuisine, and performing arts to the broader community.5 Moreover, Filipino migrant families participate in grassroots initiatives to address social issues and advocate for their rights.6 In Hong Kong, Filipino domestic workers organise workshops and support groups to raise awareness about labour rights and combat discrimination.7

Economic Contributions:

Filipino migrants make significant contributions to the labour market of their host countries, driving economic growth and innovation. For example, in the healthcare sector of the United Kingdom, Filipino nurses are valued for their professionalism, compassion, and expertise.8 Their dedication and hard work alleviate staffing shortages and enhance the quality of patient care in hospitals and nursing homes.9

Furthermore, Filipino migrant workers in the Middle East, particularly in countries like Saudi Arabia and the United Arab Emirates, contribute to various industries such as construction, hospitality, and information technology.10 Their skills and expertise fill critical gaps in the labour market, supporting infrastructure development and economic diversification efforts.11

25A_Contribution_to_UN_HRC_report_2024

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Featured Image by Jean Martinelle from Pixabay

1 Blancaflor, S., Escobar, A. (2018). Filipino Cultural Schools Helps Bridge Filipino Americans and their Heritage. Available at: https://www.nbcnews.com/news/asian-america/filipino-cultural-schools-help-bridge-filipino-americans-their-heritage-n924381

2 Ibid.

3 Del Rosario,K.A., Inero Valbuena, A. (2020). Unfolding of Filipino School Leadership Experiences in Doha, Qatar. Asian Journal of University Education, 16(1), pp.97-108. Available at: https://eric.ed.gov/?id=EJ1252260

4 Magante, M. C. (2020). The determinants of migration: Italian regional factors and the relationship with Filipino migrant labour supply. World Journal of Applied Economics, 6(1), 21-39.

5 Republic of the Philippines. (2017). PHL Embassy Promotes Phl Culture, Tourism in Huge ‘Barrio Fiesta‘ in Rome. Available at:https://dfa.gov.ph/dfa-news/news-from-our-foreign-service-postsupdate/12618-phl-embassy-promotes-phl-culture-tourism-in-huge-barrio-fiesta-in-rome

6 Yonaha, Y. (2024). Negotiating Leisure Constraints in the Pandemic: The Case of Migrant Domestic Workers in Hong Kong. Int J Sociol Leis. Available at: https://doi.org/10.1007/s41978-024-00150-8

7 Ibid.

8 Smith, D. M., & Gillin, N. (2021). Filipino nurse migration to the UK: understanding migration choices from an ontological security-seeking perspective. Social Science & Medicine, 276, 113881. Available at: https://www.sciencedirect.com/science/article/abs/pii/S0277953621002136

9 Ibid.

10 Magliveras, S., & Al Qurtuby, S. (2023). Connecting worlds: Filipino and Indonesian sojourns to Saudi Arabia. Asian and Pacific Migration Journal, 32(3), 549-571. Available at: https://doi.org/10.1177/01171968231211075

11 Ibid.

Prostitution and violence against women and girls

Presented by Daphne Rein, Ioana-Sorina Alexa, Olimpia Guidi, Sarah Kuipers and Sterre Krijnen

In the Netherlands, where prostitution is legalised, hidden forms of prostitution are characterised under illegal forms of prostitution by Dutch law. The city of Amsterdam is well known for its many districts where prostitution attracts tourists1, and in this city, hidden forms of prostitution are illegal. For example, it is illegal for massage parlours to supply sexual services without a licence2. In addition, it is illegal to supply sexual services in private residences unless it is an individual working alone who holds a licence under the municipality of the city to carry out this activity3.

And even if it is illegal and can be prosecuted, child pornography can be considered a hidden form of prostitution4. In the Netherlands, the production, distribution, exhibition, importation, forwarding, exportation, and possession of child pornography are explicitly outlawed under various sections of the Dutch Penal Code5. Specifically, Article 240b criminalises these activities, making them illegal and subject to prosecution. This legal provision, along with related sections such as Article 240c addressing the grooming of minors and Article 240a concerning engaging in sexual acts with minors, forms the comprehensive legal framework aimed at combating child pornography. However, despite these stringent laws, a significant challenge persists. The Internet Watch Foundation revealed in 2019 that the Netherlands hosted 71% of known URLs containing child pornography content online within the European Union6. This alarming revelation underscores the complexity of tackling the issue, prompting a critical examination of the effectiveness of existing laws and the need for enhanced measures to address the online hosting of such illicit content.

This is a report submitted to the United Nations Office of the High Commissioner for Human Rights.

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Featured Image by PublicDomainPictures from Pixabay

1Julie Bindel, “Amsterdam turns on its sex punters.”. UnHerd. April 2023. https://unherd.com/2023/04/amsterdam-turns-on-its-sex-punters/

2City of Amsterdam, “Policy: Prostitution”, n.d. https://www.amsterdam.nl/en/policy/policy-health-care/policy-prostitution/

3City of Amsterdam, “Policy: Prostitution”, n.d. https://www.amsterdam.nl/en/policy/policy-health-care/policy-prostitution/

4Government of the Netherlands, «Crime and Crime Prevention: Sentencing » n.d. https://www.government.nl/topics/crime-and-crime-prevention/sentencing

5 Government of the Netherlands, «Crime and Crime Prevention: Sentencing » n.d. https://www.government.nl/topics/crime-and-crime-prevention/sentencing

6 European Commission, “Increased amount of child sexual abuse material detected in Europe”. Migration and Home Affairs. April 2020. https://home-affairs.ec.europa.eu/news/increased-amount-child-sexual-abuse-material-detected-europe-2020-04-28_en

Submission to the Universal Periodic Review of the United Nations Human Rights Council: Poland

Broken Chalk is an Amsterdam-based NGO established in 2020 and focused on raising awareness and minimizing human rights violations in the educational field. Together with our international sponsors and partners, we encourage and support the following activities/projects: removing obstacles in education; contributing to the achievement of peace and tranquillity in society through adaptation studies in an environment of intercultural tolerance; preventing radicalism and polarization, and eliminating the opportunity gap in education for all.  Our goal is to work with global partners to remove barriers to access to education and take concrete steps to ensure universal access to education.

Issues related to human rights have recently become an increasingly popular subject of discussion among international organizations such as the United Nations (UN), the Organisation for Economic Co-operation and Development (OECD), the European Union (EU), the Council of Europe (CoE), and the International Labour Organization (ILO). The international community has developed a number of initiatives and has taken practical steps to specify the role and responsibility of individual actors in protecting and respecting human rights. Poland has been actively involved in the process of creating a new approach to this issue at both national and international levels.[1]

By Annemeike Van Der Meer & Xchina Cekani

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Cover image by Olek Remesz.

[1] https://www.ohchr.org/sites/default/files/Documents/Issues/Business/NationalPlans/PolandNationalPland_BHR.pdf

Submission to the Universal Periodic Review of the United Nations Human Rights Council: Ecuador

This report was drafted by Broken Chalk to contribute to the fourth Universal Periodic Review (UPR) of Ecuador. Broken Chalk is an organization that fights against violations of Human Rights and improving the quality of education around the globe. This report will discuss the main challenges Ecuador faces in regard to Education, what are some issues that could be improved through Education, and finally Broken Chalk will offer some recommendations for Ecuador in the field of Education based on the raised issues.

In the 2017 review, Ecuador received 182 recommendations and supported 162 recommendations relating to legal and general framework of implementation, universal and cross-cutting issues, civil and political rights, economic, social, and cultural rights, women’s rights, and rights of other vulnerable groups and persons.

Ecuador has stated that efforts to guarantee the widest coverage and highest possible quality of education at all levels has been intensified. In fact, between the years 2007 and 2017, net enrolment in basic education increased from 91.4% to 96.1%, and net enrolment rate in upper-secondary school increased from 51.2% to 70.8%. Regarding the gender gap, education for women has risen much faster than for males, therefore the gender gap in schooling has almost been closed. Despite this, there are still improvements to be made, especially in quality of education and accessibility.

By Alejandra Latinez

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Submission to the Universal Periodic Review of the United Nations Human Rights Council: Finland

Broken Chalk is an Amsterdam-based NGO established in 2020 and is focused on raising awareness and minimising human rights violations in the educational field.

Together with our international sponsors and partners, we encourage and support the following activities/projects: removing obstacles in education; contributing to the achievement of peace and tranquillity in the society through adaptation studies in an environment of intercultural tolerance; preventing radicalism and polarisation; and eliminating the opportunity gap in education for all. Our goal is to work together with global partners to remove barriers to access to education and to take concrete steps to ensure universal access to education.

In this 4th Cycle Universal Periodic Review, Broken Chalk will be occupied with reviewing Finland’s challenges and improvements in the educational field. In the 3rd cycle, (September 2017) Finland received 153 recommendations and supported 120 (78% of acceptance).

By Maya Shaw

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Submission to the Universal Periodic Review of the United Nations Human Rights Council: Morocco

Child domestics in Morocco face significant barriers to education before, during, and after working. Denial of the right to education leaves children without the skills and knowledge which they need to find good jobs, to participate fully in society, and to exercise their other rights. For child domestics, who frequently work in isolation, lack of education also means they miss its crucial role in socializing children and exposing them to potential sources of protection from workplace abuses.

By Ntchindi Chilongozi Theu

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Submission to the Universal Periodic Review of the United Nations Human Rights Council: Bahrain

The right to education is a fundamental pillar of children’s rights. Achieving universal education, however, is a complex process that requires social policy to join with educational policy to develop strategies that bring about change. Bahrain is an island country located in western Asia, which, based on the projections of the latest United Nations data, has a population of about 1,773,831.

By Ntchindi Chilongozi Theu

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Cover image by Allan Donque.