This compilation of good practices is intended to provide examples of meaningful and promising activities implemented in Council of Europe member states to promote an education free from gender stereotypes and identify new ways to implement the measures comprised in the Committee of Ministers Recommendation on Gender Mainstreaming in Education. The presented initiatives include among others campaigns to inform and motivate girls and women to choose non stereotypical careers, gender equality training programmes for teachers and fnancial assistance provided to families to support girls’ school attendance. Sharing of good practices provides a very useful reference tool for countries in the process of developing new initiatives. This compilation constitutes an important resource for all stakeholders eager to promote equality in education and to combat gender stereotypes in and through education.
Turkey’s education system, despite the country’s legal commitments to provide equitable and non-discriminatory education to all, continues to marginalise many minority communities and perpetuate nationalist principles in the classroom. Discrimination based on Colour, Ethnic Origin, Language, Religion and Belief in Turkey’s Education System, a jointly published report by History Foundation (Tarih Vakfı) and Minority Rights Group International, highlights the effects of this exclusionary system on children from minority communities and their ability to secure adequate access to education.
Despite legislation passed in 2012 to support teaching of minority languages, in practice there are many obstacles due to lack of resources and limited political will. Moreover, education in their mother tongue remains out of reach for many communities. This can have lasting impacts on the learning outcomes of minority children. In addition, compulsory religious education in Sunni Islam from grade four means that some minority members, such as Alevis, are obliged to take the course. Though technically Christian and Jewish children can apply to opt out, the procedure for opting out can itself undermine their human rights. Minority communities are also frequently overlooked or misrepresented in educational materials such as textbooks and curricula, meaning that prejudices and stereotypes about their communities are being recreated among the next generation. Finally, disadvantaged communities such as Afro-Turks and Roma often struggle to secure full educational access.
This report presents an overview of the current state of Turkey’s educational system during 2014 to 2015, drawing on fieldwork by Monitoring Discrimination in Education Network, an alliance of 16 organisations working in Turkey. Besides outlining the relevant legal standards and key rights relating to education access, such as language and pluralism, it also presents a detailed overview of key areas of discrimination and ongoing inequalities faced by minority children. It ends with a series of recommendations, including legal reforms, increased resources for mother tongue learning, revised curricula and improved discrimination monitoring, to support the development of a more inclusive and socially just educational system in Turkey.
Also available in Turkish, here.
This important new report documents the major obstacles that prevent Syrian refugee children from getting formal education in Turkey, which is hosting more than 2 million refugees from the Syrian conflict that began in 2011. The government adopted an important policy in September 2014 that formally grants Syrian children access to public schools, but key obstacles including a language barrier, social integration issues, economic hardship, and lack of information about the policy, remain one year later.
Read more about the report, here.
This report looks at the challenges facing two countries on the front-line of the global refugee crisis – Lebanon and Turkey. Between them, these countries have some 732,000 children out of school aged 5-17. In both cases the level of need vastly outstrips the resources available. There are not enough teachers, schools or classrooms – and the education infrastructure that does exist is deteriorating. Refugee children face additional challenges in adapting to a new curriculum. Compounding these challenges, refugee poverty, insecurity and vulnerability create barriers of their own. While this report focuses on financing to deliver on the London Conference pledge, host governments also need to strengthen the reforms needed to deliver education to vulnerable refugees.
Turkey’s Roma population and similar social groups such as Abdal, totalling between two million and five million, have long been one of the country’s most marginalised communities. From hate speech and the threat of targeted violence to extreme poverty and exclusion, they suffer discrimination in almost every area of their lives. This situation has been sustained not only by deep-rooted social prejudice, but also by the indifference and even complicity of authorities to address their second-class status in Turkey. Indeed, until relatively recently there was little official acknowledgement of the profound social and economic inequalities affecting them, let alone a concerted effort to improve their conditions.
The limited availability of studies or concrete data on targeted attacks, inadequate essential public services and other challenges have contributed to the continued invisibility of Roma and other similar groups in public life. This has been accompanied by a steady attrition of their ability to maintain their distinct culture and identity: for example, there has been a drastic decline in the number of people who can speak the traditional languages of the Roma community such as Romani, Lomavren, Domari and Abdoltili, and those languages and dialects are under threat of disappearing. This report, drawing on extensive fieldwork with Roma communities as well as desk-based research, seeks to raise awareness among policy makers, journalists and the general public by highlighting the particular barriers they continue to face in two key areas – housing and education. While Turkey is a signatory to all of the relevant international conventions guaranteeing all citizens equal access to housing and education – protections affirmed in its national legislation and constitutions – in practice legal shortcomings and implementation failures have meant that for many these rights remain out of reach.
Poverty and discrimination from some landlords has meant that the barriers to securing adequate housing are especially high for Roma, resulting in high rates of homelessness or their concentration in settlements with limited public services and insecure tenure. This has led to the persistence of so-called ‘Roma neighbourhoods’ that are largely segregated from surrounding areas and mainstream society. Besides being characterised by limited access to water, sanitation and other needs, these communities are especially vulnerable to forcible displacement to accommodate urban ‘regeneration’ and other projects: as a result, Roma may be forced to migrate repeatedly. These issues are especially acute for certain groups, such as women and refugees, who may be subject to multiple forms of discrimination. Their discrimination is further entrenched by their continued exclusion from education. Despite the right to education being guaranteed for all, in practice a range of social and economic hurdles, from physical isolation and financial constraints to the absence of accessible and culturally appropriate schooling, have left many Roma children isolated – a situation that perpetuates low attendance, poor attainment and the emergence in some areas of almost exclusively Roma schools that reinforce their segregation.
These issues are exacerbated by other forms of discrimination, such as harassment from staff and pupils, and curricula that ignore Roma in their materials. As a result, instead of effectively addressing the drivers of exclusion, Turkey’s education system is perpetuating inequalities by failing to provide Roma with accessible, affordable education. Importantly, there has been some progress in recent years, with the government coming up with a number of policies that officially recognise the challenges these communities experience. Despite the limitations and ambiguities of those policies, they have been embraced by the NGOs established by Roma and similar social groups. However, only time will tell if the current strategies will produce positive results. This report seeks to highlight the current rights gaps and support the development of more inclusive social policies.
This report is the first of a three-part series addressing the urgent issue of access to education for Syrian refugee schoolchildren in Turkey, Jordan, and Lebanon. The series will examine the various barriers preventing Syrian children from accessing education and call on host governments, international donors, and implementing partners to mitigate their impact in order to prevent a lost generation of Syrian children.
Around the world, higher education communities are overwhelmed by frequent attacks on scholars, students, staff, and their institutions. State and non-state actors, including armed militant and extremist groups, police and military forces, government authorities, off-campus groups, and even members of higher education communities, among others, carry out these attacks, which often result in deaths, injuries, and deprivations of liberty. Beyond their harm to the individuals and institutions directly targeted, these attacks undermine entire higher education systems, by impairing the quality of teaching, research, and discourse on campus and constricting society’s space to think, question, and share ideas. Ultimately, they impact all of us, by damaging higher education’s unique capacity to drive the social, political, cultural, and economic development from which we all benefit.
Through its Academic Freedom Monitoring Project, Scholars at Risk (SAR) responds to these attacks by identifying and tracking key incidents, with the aim of protecting vulnerable individuals, raising awareness, encouraging accountability, and promoting dialogue and understanding that can help prevent future threats. Since 2015, SAR has been publishing Free to Think, a series of annual reports analyzing attacks on higher education communities around the world.
Free to Think 2021 documents 332 attacks on higher education communities in 65 countries and territories. This year was marked by the ongoing COVID-19 pandemic, which has claimed more than five million lives. For higher education, the pandemic continued to disrupt academic activity, keeping many institutions in remote states of operation and suspending most academic travel. For scholars and students, the pandemic also continued to raise questions, concerns, and criticisms about state responses to public health crises, government accountability, and societal inequities. Scholars and students took on these issues in the classroom and more public venues, in-person and online, asserting their academic freedom and their rights to freedoms of expression and assembly. They also responded to acute and more long-standing political conflicts, from Myanmar’s coup to the steady erosion of human rights in Turkey, demanding civilian led government and the protection of fundamental freedoms. Frequently, however, individuals and groups opposed to their questions and ideas sought to silence them.