Effect of COVID-19 on Indigenous access to education spurs international concern News
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Effect of COVID-19 on Indigenous access to education spurs international concern

Amnesty International released a report on Friday shedding light on the disproportionate impact of the COVID-19 pandemic on the education of Indigenous youth across multiple continents.

Drawing on more than 80 interviews and surveys conducted between 2021 and 2023, the organization’s findings highlighted systemic inequities, a glaring lack of consultation with Indigenous communities, and a need for urgent, long-term remedies.

According to the report, governments in countries such as India, Nepal, Uganda, Kenya and Mexico did not effectively consult with Indigenous peoples or obtain their free, prior and informed consent (FPIC) while planning COVID-19 response strategies. Without incorporating Indigenous voices, Amnesty International found that state policies often failed to address the unique realities and vulnerabilities of Indigenous students, resulting in heightened disparities. The intercultural youth collective Nuestras Voces from Mexico stated: “The virtual educational system makes the complexity and different realities of Indigenous peoples invisible.”

The report highlighted that Indigenous girls and students with disabilities were especially affected. Interviews conducted for this research revealed a troubling trend in Uganda, where many girls were forced to drop out of school due to early pregnancies during the pandemic, leaving them unable to return to their education. In Nepal, Indigenous women activists highlighted a stark gender disparity in access to technology. They noted that in households with only one or two mobile devices, tough choices had to be made, and it was often girls who paid the price.

Although school closures disrupted education globally, the report noted that many Indigenous communities have faced a “digital divide” for years. Sparse internet access, limited or non-existent technological resources, and costly mobile data plans placed Indigenous students at a severe disadvantage when classes shifted online or to radio and television programming.

Amnesty International warned that the pandemic’s lasting effects continue to marginalize Indigenous Peoples. To prevent further harm, the organization urged governments and international bodies to respect free, prior, and informed consent in emergency planning and invest in infrastructure like internet access and culturally relevant learning materials. The rights group added that schools must prioritize Indigenous languages and support vulnerable students, especially girls, pregnant teens, and children with disabilities, to prevent permanent dropouts.

Indigenous people with disabilities face significant barriers to education, including a lack of accessible materials and “the support that would allow them to follow online programmes.” According to UNESCO, assessing the full impact remains challenging due to limited “internationally comparable data allowing an analysis of the links between disability and education and [the fact that] many disabilities remain unidentified.”

The UN also noted that a lack of respect and resources also presents barriers to education for Indigenous students, emphasizing that education systems often do not respect Indigenous cultures and rarely provide accurate information on Indigenous cultures and lifestyles. Moreover, Indigenous children face significant obstacles at school, including corporal punishment, bullying, and discrimination, which contribute to poor performance and high dropout rates.

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