Universal Periodic Review of Germany

  • Broken Chalk drafted this Report to contribute to Germany’s Universal Periodic Review (UPR). This Report discusses the main challenges Germany faces regarding education and offers recommendations based on those challenges.
  • The German education system comprises preschool, primary, secondary and tertiary education. Furthermore, although education is compulsory at the primary and secondary levels (until age 15), German education generally lasts until age 18.
  • Moreover, the German education system is mainly run by the State (more precisely, the Federal Ministry of Education and Research) and is free to attend.
  • Globally, Germany ranks high in education, and the PISA report shows that German students generally have good well-being.[i] However, as this report will show, among other things, there are inequalities between the highest- and the lowest-performing students. This inequality is mainly due to socioeconomic disparities in the country.[ii]

by Asha Ouni & Camille Boblet-Ledoyen

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[i] PISA Report, A. Schleicher, “PISA 21018”, ECD 2019.

[ii] G. Buswell, “The German Education System”, EXPATICA, 11 January 2023.

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Universal Periodic Review of the Russian Federation

  • The Russian Federation has provided free state education since its formation in 1991. The Ministry of Education and Science centrally regulates education, while regional authorities may regulate and control education within their competencies and the helpful framework of federal law.
  • In recThe Russian Federation has shown significant progress in early childhood education rates in recent years. Enrolment of 3–5-year-olds has increased from 53% in 2005 to 83% in 2017, only slightly below the OECD average of 87% in 2017 (although there are still regional inequalities among enrolment rates). [i] 99% of children in early childhood education attend a public institution.
  • It is also impressive that 95% of adults between 25 and 64 have completed upper secondary education, well above the OECD average of 79%. [ii]
  • Broken Chalk is pleased to note that the share of people with tertiary education in the Russian Federation is among the highest among the OECD countries: 63% of 25–34-year-olds, compared to an OECD average of 44%.[iii] Moreover, in 2018, 63% of young adults aged 25-34 in the Russian Federation had completed tertiary education, the second highest rate after South Korea and significantly higher than the OECD average of 44%.[iv]
  • Despite all the improvements, the country’s educational sector does show severe issues. Problems often relate to regional inequalities, socioeconomic inequalities, and discrimination based on ethnicity.
  • The Russian Federation still spends one of the lowest amounts per student (USD 8 4791 in 2016) among the OECD countries: merely half the amount of the OECD average (USD 15 556).[v] Despite this, Russian students score 481 points in reading literacy, mathematics, and science, just below the OECD average of 488 issues in the Programme for International Student Assessment (PISA). [vi]
  • As the Russian Federation ratified the Convention on the Rights of the Child in 1990, the state must commit to carrying out its duties and obligations, including the insurance of free compulsory education and equal opportunity for all children. Broken Chalk urges the Russian Federation to address all issues which prevent the realisation of the rights set out in the Convention.

by Johanna Farkas

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[i] OECD. “Education at a Glance: Russian Federation.” OECD. OECD, 2019. https://www.oecd.org/education/education-at-a-glance/EAG2019_CN_RUS.pdf. (Accessed 19 January 2023); 1, 3.

[ii] OECD. “OECD Better Life Index.” www.oecdbetterlifeindex.org. https://www.oecdbetterlifeindex.org/countries/russian-federation/. (Accessed January 12, 2023).

[iii] OECD. “Education at a Glance: Russian Federation.” OECD. OECD, 2019. https://www.oecd.org/education/education-at-a-glance/EAG2019_CN_RUS.pdf. (Accessed 19 January 2023); 1.

[iv] OECD. “Education at a Glance: Russian Federation.” OECD. OECD, 2019. https://www.oecd.org/education/education-at-a-glance/EAG2019_CN_RUS.pdf. (Accessed 19 January 2023); 2.

[v] OECD. “Education at a Glance: Russian Federation.” OECD. OECD, 2019. https://www.oecd.org/education/education-at-a-glance/EAG2019_CN_RUS.pdf. (Accessed 19 January 2023); 2.

[vi] OECD. “OECD Better Life Index.” www.oecdbetterlifeindex.org. https://www.oecdbetterlifeindex.org/countries/russian-federation/. (Accessed January 12, 2023). https://www.researchgate.net/publication/337821304_Educational_Inequality_in_Israel_From_Research_to_Policy. (Accessed 19 September 2022); 14.

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Universal Periodic Review of Tuvalu

  • Broken Chalk drafted this report to contribute to Tuvalu’s Universal Periodic Review (UPR). This report discusses the main challenges Tuvalu faces regarding Education and issues which could be enhanced through Finally, Broken Chalk will offer recommendations for Tuvalu in the field of Education based on the problems raised.
  • Tuvalu is a small island nation in the Pacific Ocean, with a population of about 11,000. Education in Tuvalu is compulsory for children between the ages of 6 and 15, and the government provides free education at all levels; the education system is based on the British system. Thprimaryin language of instruction is Tuvaluan, with English as a second language. There are four primary schools and one secondary school in the country. The secondary school is Motufoua Secondary School, located on the island of Vaitupu. Students who complete their secondary education in Tuvalu can enrol at universities in other countries to continue their studies.[i]
  • Although education is free, there are difficulties in providing quality education in Tuvalu due to limited resources, the remoteness of some of the islands, and an additional set of problems that will be addressed below. In addition, the country has limited funds for education, and there need to be more qualified teachers, especially in rural areas. This has led to a high student-teacher ratio, biased teaching materials, and technology access. However, the government has invested in education to improve its quality and increase education access for all Tuvalu citizens.[ii]
  • Despite the challenges faced by the country, there have been some positive developments in the education sector in Tuvalu in recent years. With the support of international organisations, such as the United Nations Development Programme, the government has worked to improve access to education by building new schools, increasing the number of scholarships available for students abroad, and focusing on improving the quality of education. Regarding results, the literacy rate for children in Tuvalu is about 99%, higher than the regional average for Pacific islands. However, the quality of education still needs to improve, with many students needing help to achieve basic literacy and numeracy skills. There is also a high drop-out rate, especially among girls, which limits their opportunities for further education and employment.[iii]

by Chiara Tomatis

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[i] Ministry of Finance Government of Tuvalu

[ii] Ministry of Finance Government of Tuvalu

[iii] Ministry of Finance Government of Tuvalu

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Universal Periodic Review of Uzbekistan

  • In Uzbekistan, almost 60% of the population is covered under the education system. In 1992, a policy decision was made, providing that education is mandatory for at least nine years for both men and women. After the required nine years, there is a compulsory two years of studying for 10th and 11th grades and attendance to the vocational institution. After attendance and graduation from secondary education, students are expected and allowed to join higher education institutes for their bachelor’s, master and even doctoral degrees.
  • Public and private education
  • Public schooling in Uzbekistan is inconvenient because of the language barrier; for instance, most of their population is taught in Uzbek; hence, most school curricula are in Russian, the second most spoken language. No public schools teach in English, therefore inconveniencing most families who primarily understand English.
  • Private schools in Uzbekistan have been legalised recently. The government started issuing incentives before 2017. With this, there is a growth in private education in Uzbekistan. Through the active development of private schools, an improved record of highly performing students has been observed through their persistent curriculum. English as a language has advanced through private schools as these schools teach in their preferred language. International schools have been embraced in Uzbekistan, which is regarded as very expensive.

by Belise Hirwa

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Universal Periodic Review of Turkmenistan

  • Broken Chalk drafted this report to contribute to Turkmenistan’s Universal Periodic Review (UPR). Broken Chalk is an organisation that fights against violations of Human Rights and improves the quality of Education around the globe. This report will discuss the main challenges Turkmenistan faces regarding Education and what those issues could be enhanced through Finally, Broken Chalk will offer some recommendations for Turkmenistan in the field of Education based on the problems raised.
  • In the 2018 review, the Turkmenistan side supported 74 out of the 90 recommendations. Overall, Turkmenistan accepted 172 submissions, representing 90% of the total.[1] Those were related to the legal and general framework of implementation, universal and crosscutting issues, civil and political rights, economic, social, and cultural rights, women’s rights, and rights of other vulnerable groups and persons.
  • Turkmenistan has stated that efforts to guarantee the most comprehensive coverage and highest possible quality of education at all levels have been intensified. In that line, the share of total government expenditure increased a 3.01% per cent in 2019, concerning 2012. Twenty-three per cent of the government budget is addressed to Education[2]. This is a relatively high figure compared to other European Countries, such as Germany, Spain, Italy, and France[3].
  • Accordingly, completion rates are generally high for all school levels. Turkmenistan has a 100 per cent of completion rate of primary education, and lower and upper secondary education completion rates remain high. In line, the out-of-school rates remain quiet at all levels of education. Despite this, improvements are still being made, especially in the fields of Education and inclusion and accessibility to equal resources.

by Laura García

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[1] OHCHR, 2018. Universal Periodic Review outcomes of Turkmenistan, Burkina Faso, Cabo Verde, and Germany.

Available from:  https://www.ohchr.org/en/press-releases/2018/09/human-rights-council-adopts-universal-periodic-review-outcomes-turkmenistan

[2] World Bank, n.d. Government expenditure on education, total % of GDP -Turkmenistan. Available from:  https://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?locations=TM

[3] Datos Macro, n.d. Gasto público Educación per Capita. Available from: https://datosmacro.expansion.com/estado/gasto/educacion

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Universal Periodic Review of Romania

  • This report was drafted by Broken Chalk to contribute to the fourth Universal Periodic Review (UPR) of Romania. Broken Chalk is an Amsterdam-based NGO focused on human rights violations in the field of education. Since Broken Chalk is an organization fighting inequalities and improving the quality of education worldwide, this report focuses on human rights, especially with regards to education.
  • This report first explores the main issues in education in Romania, the recommendations Romania received in the last review and its progress since 2018. Then, Broken Chalk offers some practical recommendations to Romania to further improve human rights in education.
  • In the last review, Romania received 203 recommendations and accepted 163. 26% of the recommendations focused on reducing inequalities and 14% were linked to inclusive quality education and lifelong learning. Romania has submitted a voluntary midterm report about the implementation of the accepted recommendations received in the 3rd cycle of the UPR.
  • Quality education is a vital pillar of society. It enables long-term growth and development, helps the integration of minorities and foreigners, and shapes the people of future society. According to the Human Rights Measurement Initiative, Romania is doing 65% of what it could possibly do with its national income when it comes to ensuring the right to education[i]. With this score, Romania is the last one of all European countries.

by Réka Gyaraki

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[i] Human Rights Measurement Initiative. (2022). Rights to Education

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Universal Periodic Review of Serbia

  • This report has been prepared by Broken Chalk to contribute to the 4th Universal Periodic Review [UPR] of Serbia. Broken Chalk is an Amsterdam-based NGO focused on human rights violations in the field of education. Since the organisation’s main mission is to fight inequalities and improve the quality of education worldwide, this report focuses on human rights specifically with regards to education.
  • The report will firstly explore the main problems in the educational field in Serbia, including information on what recommendations Serbia received in the 3rd cycle UN UPR review in 2018 and what actions they have taken to improve education. It offers a comprehensive set of recommendations for Serbia based on experience, research and best practices that can help the country to further improve human rights in the educational sphere.
  • Serbia was last reviewed in 2018, during the 3rd UPR cycle, where it received 190 recommendations and supported 175 of those. 8% of the recommendations focused on quality education, Goal 4 of the Sustainable Development Goals [SDG]. In addition, 41% of the recommendations dealt with justice and strong institutions (SDG 16), 17% with gender equality (SDG 5) and another 17% with reducing inequalities (SDG 10). These can all be linked to education and ensuring human rights in that field.
  • In February 2021, Serbia submitted a voluntary midterm report to illustrate its improvement and progress on human rights and the implementation of the 3rd cycle recommendations.
  • Serbia ranked 63rd out of the 191 participating countries on the Human Development Index in 2021, thereby classifying as “very high” on the human development classification.[i] According to the Human Rights Measurement Initiative’s tracker, Serbia is doing 89% of what it could possibly do when it comes to ensuring the right to education considering the country’s level of income.[ii]

by Olga Ruiz Pilato & Réka Gyaraki

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[i] United Nations. (n.d.). Human Development Index Serbia

[ii] Human Rights Measurement Initiative Rights Tracker. (n.d.). Serbia

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Universal Periodic Review of Liechtenstein

  • This report was drafted by Broken Chalk to contribute to the fourth Universal Periodic Review [UPR] of Liechtenstein. Broken Chalk is an Amsterdam-based NGO focused on human rights violations in the field of education. Since Broken Chalk is an organization fighting inequalities and improving the quality of education worldwide, this report focuses on human rights, especially with regard to education.
  • This report first explores the main issues in education in Liechtenstein, the recommendations Liechtenstein received in the last review and its progress since 2018. Then, Broken Chalk offers some practical recommendations to Liechtenstein to further improve human rights in education.
  • In the last UPR cycle of 2018, Liechtenstein received 126 recommendations, out of which it accepted 84. Out of these recommendations 6%, meaning 4 recommendations, were linked to the 4th goal of the Sustainable Development Goals [SDG], namely ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.[i]
  • Quality education is a vital pillar of society: it enables long-term growth and development, helps minorities and foreigners’ integration, and shapes future society.
  • The HMRI Rights Tracker of the Human Rights Measurement Initiative assesses how well a country could be using its financial resources when it comes to multiple factors. These factors include quality of life, one subsection being education, safety from the state, and empowerment. Unfortunately, there is no available data about Liechtenstein on the HRMI Rights Tracker. Therefore, one cannot assess if Liechtenstein’s performance in education is rated ‘very bad’, ‘bad’, ‘fair’ or ‘good’.[ii]

by Vivien Kretz

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[i] “OHCHR | Universal Periodic Review – Liechtenstein.” n.d. OHCHR. Accessed September 26, 2022.

[ii] “Liechtenstein – HRMI Rights Tracker.” n.d. Accessed September 27, 2022. https://rightstracker.org.

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Universal Periodic Review of Mali

The Malian education system

  1. Education in Mali is free, compulsory between the ages of 7, and 16 or until the end of the ninth grade Primary education is the first six years, and the last six years are divided into two three-year cycles of secondary education. [i]
  2. To continue with the second level of secondary education, students take an exam called Diplôme d’études fondamentales at the end of the ninth grade.[ii]
  3. At the end of grade 12, students sit for an exam called the Baccalauréat, which is required to pass in order to graduate. From there, students may attend an institute of tertiary education.

Budget on Education

  1. In 2020, the Malian state budget for education amounted to USD 637.3 million. Only 13% of the national budget was allocated to the construction of classrooms and 4.8% to the acquisition of teaching materials. [iii]

Overview of the previous UN UPR cycle

  1. In its national report prepared for the 2017 UN UPR, Mali particularly emphasized the significant development in the education sector because of implementation of the Ten-Year Educational Development Programme, the Education Sector Investment Programme. [iv]
  2. The Malian Government has continued to strengthen vocational education, including with the support of the international community through the implementation of several projects and programmes, including the Youth Employment Programme and the Ten-Year Vocational Training for Employment Programme. [v]
  3. In the previous UPR cycle, Mali received 194 recommendations and accepted 187. Sixteen of the recommendation was regarding the right to education. Five percent of the recommendations was on Quality of the Education. Mali supported all of those recommendations.[vi]

By Ramazan Ince

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[i] https://www.scholaro.com/db/countries/Mali/Education-System

[ii] https://borgenproject.org/education-in-mali/#:~:text=In%20Mali%2C%20the%20first%20six,the%20end%20of%20grade%20nine.

[iii] https://reliefweb.int/report/mali/mali-insecurity-and-lack-funding-force-over-half-million-children-out-school

[iv] https://documents-dds-ny.un.org/doc/UNDOC/GEN/G17/333/47/PDF/G1733347.pdf?OpenElement

[v] https://documents-dds-ny.un.org/doc/UNDOC/GEN/G17/333/47/PDF/G1733347.pdf?OpenElement

[vi] https://www.ohchr.org/sites/default/files/lib-docs/HRBodies/UPR/Documents/Session29/ML/MALI_Infographic_29th.pdf

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Universal Periodic Review of Tonga

  • This report was drafted by Broken Chalk to contribute to the fourth Universal Periodic Review (UPR) of Tonga. Broken Chalk is an Amsterdam-based NGO focused on human rights violations in the field of education. Since Broken Chalk is an organization fighting inequalities and improving the quality of education worldwide, this report focuses on human rights, especially with regard to education.
  • This report first explores the context of Education in Tonga. Secondly, it brings the attention to the main issues this country is currently facing regarding the Right to Education. Finally, Broken Chalk offers a few recommendations to Tonga to further improve this specific field.
  • In the last UPR cycle of January 2018, Tonga received 110 recommendations, out of which it accepted 52 at the adoption of its UPR outcome at Human Rights Council. Out of these recommendations 4%, were linked to the 4th goal of the Sustainable Development Goals (SDG), namely ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.[i]

[i]“OHCHR | Universal Periodic Review – Tonga.” OHCHR | Universal Periodic Review – Tonga

By Serena Bassi

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