Blocking students from going to school, destroying educational infrastructures and cold bloodedly killing teachers is a gross injustice and human rights of the highest proportions unknown in the 21st century. This is a barbaric vandalism and savagery committed in the recent history of this land which is one of the cradles of African civilization.
This is, of course done in the name of “struggle for survival”. Ignorance is being perpetuated at gunpoint in northern Ethiopia where religious and secular education has uniquely and inextricably shaped the history of this country. Killing educators and education is completely incompatible with the so-called “struggle for survival.”
Ethiopia and all ethnic groups in the country are what they are today thanks to education. However, it is appalling and obnoxious to learn that more than 4 million children and youth are prevented to gain education in Amhara Region while in the Oromia region of Ethiopia, an estimated 3.2 million children are out of school due to conflict, displacement, and other factors.
Indeed the “battle for survival” can never be won by destroying education in the region by the gun. Those who destroy a generation are being considered as fighters and patriots. The so called “struggle for survival” is causing the proliferation of hate based counter campaign against a generation in the name of “campaign for unity”. The war is not against the government or the current political order. It is against the fundamental humanitarian rights and interests of the Amhara people who deserve peaceful and stable livelihood.
The author is interested to show readers what the constitution of the FDRE and other international conventions and laws provide to protect the rights of children and the youth to have access to education.
Education is responsible for the survival of this nation and promotion of the wellbeing of its citizens. The late Nelson Mandela said ““Education is the most powerful weapon which you can use to change the world. “Education is the key to unlocking the golden door of freedom” George Washington Carver.
Ethiopia recognizes education as a fundamental right and guarantees access to education through various legal and constitutional provisions. The country’s commitment to education is reflected in its Constitution, international treaties, and national policies.
The 1995 Constitution of FDRE explicitly guarantees the right to education under the following provisions: Article 41(4): Socio-Economic Rights Ensures the right to equal access to publicly funded social services, including education. Article 90(1): Social Objectives States that the government is responsible for providing education, health, and other social services necessary for the well-being of citizens. Article 91: Cultural Rights and Education ensures that the state promotes education in a manner that preserves and promotes cultural and linguistic diversity. Article 39(2): Right to Language and Culture Grants nations, nationalities, and peoples the right to use and develop their own languages in education.
Article 29 of the UN Convention on the rights of the Child provides that:
States Parties agree that the education of the child shall be directed to:
(a) The development of the child’s personality, talents and mental and physical abilities to their fullest potential;
(b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations;
(c) The development of respect for the child’s parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own;
(d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin;
(e) The development of respect for the natural environment.
- No part of the present article or article 28 shall be construed so as to interfere with the liberty of individuals and bodies to establish and direct educational institutions, subject always to the observance of the principle set forth in paragraph 1 of the present article and to the requirements that the education given in such institutions shall conform to such minimum standards as may be laid down by the State.
Article 26 of the Declaration of Human Rights provide that:
Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all based on merit.
Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
Parents have a prior right to choose the kind of education that shall be given to their children. Speaking on a recent campaign conducted in Amhara Region related to education, Minister of Education Professor Brehanu Nega said that various sporadic conflicts that have flared up in the country have posed a serious threat to the future of the children and youth in the country.
He expounded on government efforts in promoting education by building 5957 pre-schools, 1738 primary schools and intermediate schools, 268 secondary schools were constructed during the period of the campaign by collecting more than 39 billion birr. In addition, he said that 31,252 schools were renovated. He noted that more than 7 million children are out of school across the country due to war induced displacement and other reasons. He further noted that 3700 schools have been demolished in the country.
The war waged on schools, teachers and students as well as educational infrastructures have a greater socio-psychological implication on the morale of students who have put their hope in improving their livelihood and that of their families through education. Any level of obstruction on education is a criminal offense that is punishable by law.
Actions by armed groups should never have evolved tampering with regular education in this country primarily because education has nothing to do with power politics.
When schools are demolished and closed children and the youth have no place to communicate with members of their community and the rest of the world through means of communicating with members of their community and the rest of the world through IT facilities and the internet. Next to their families, schools are the centers of their livelihood and security.
On the other hand, when children are out of school and detached from their classmates, they get traumatized and depressed losing interest in everything around them. This may sometimes result in some kind of mental illness that occur may not be able to treat inn a very short period.
Children who are detached from their school become burdens on their families and get at loggerheads with family members. Sometimes school children may run away to other villages in search of alternatives as they tend to lose hope on their condition.
War and conflict have had a devastating impact on Ethiopia’s education system. The effects can be observed in multiple areas, including access to education, infrastructure, quality of learning, and the overall well-being of students and teachers. Below are some key ways conflicts disrupt education: Armed conflicts lead to the closure of schools, preventing children from accessing education. Prolonged conflicts result in an entire generation missing out on formal education. Teachers and students are often forced to flee, disrupting the learning process.
Schools are targeted or damaged during conflicts, making them unsafe for students. Classrooms, libraries, and laboratories are looted. A lack of proper infrastructure forces students to learn in temporary shelters or unsafe conditions.
Wars force families to flee their homes, leading to high numbers of internally displaced persons (IDPs) who struggle to access education. Many students drop out due to instability and the need to relocate frequently. Teachers also flee conflict-affected areas, leading to a severe shortage of qualified educators.
As mentioned above, children exposed to violence and war experience trauma, affecting their ability to concentrate and perform academically. The fear of attack discourages parents from sending their children to school. Emotional distress among teachers reduces their ability to provide quality education.
Conflicts increase the risk of child recruitment by armed groups, preventing them from continuing their education. Children who are forced into armed conflict face long-term psychological and social consequences that hinder their reintegration into schools. Families affected by war face economic struggles, forcing children to drop out and work to support their families.
Government spending on education decreases as more resources are allocated to military efforts. The destruction of livelihoods due to war reduces household incomes, making it difficult for families to afford school-related expenses.
Much of the future of this country depends upon the extent to which education is conducted in a peaceful, stable and convenient situation. It is very important to first rehabilitate the students and families who are distracted by fallacious “struggle for survival” and let students go back to school in a regional crash program.
BY SOLOMON DIBABA
THE ETHIOPIAN HERALD SUNDAY EDITION 30 MARCH 2025
