Indigenous leaders interviewed by Amnesty International for its report What If Indigenous Consent Is Not Respected?, testified to sharp and sustained increases in post-pandemic absenteeism and school dropout rates, of more than 80 per cent in some cases, among Indigenous children in more than 10 countries

The failure of governments around the world to consult Indigenous Peoples on Covid-19 school closures and other emergency pandemic responses violated their rights, as children continue to feel the effects five years after the first global lockdown, Amnesty International said in a new report today.

Indigenous leaders interviewed by Amnesty International for its report What If Indigenous Consent Is Not Respected?, testified to sharp and sustained increases in post-pandemic absenteeism and school dropout rates, of more than 80 per cent in some cases, among Indigenous children in more than 10 countries. Indigenous leaders and activists also voiced concerns that the often discriminatory, desultory or non-existent response by authorities to the educational needs of Indigenous children during the pandemic worsened long-standing inequities faced by Indigenous communities – with Indigenous girls and children with disabilities particularly disadvantaged. Going forward, the organization is calling for Indigenous Peoples to be consulted during future pandemics.  

The Indigenous leaders and activists we spoke to felt completely ignored by governments during the pandemic.

Chris Chapman, Amnesty’s researcher on Indigenous rights

“The Indigenous leaders and activists we spoke to felt completely ignored by governments during the pandemic, which had an enduring and damaging impact on their rights and prospects,” said Chris Chapman, Amnesty International’s Researcher on Indigenous Rights.

“They said that remote learning solutions were often unavailable to Indigenous children. Those in rural areas, where Indigenous communities often lacked devices, internet connections, electricity and the technological knowledge or capacity to participate in virtual classes or remote learning, were worst affected.”

When lower-tech solutions such as printed materials were distributed to other groups, Indigenous communities in several different countries said they were passed over, ignored, or asked to pay for them.

Indigenous campaigner Sylvia Kokunda said: “For the most part these materials were distributed by the local government, since it can be easier for the village chairperson to identify the people in this community. However, local officials would not give the materials to these Batwa people, they would give only to their people.”

Radio or television-based educational broadcasting during the pandemic was often unavailable in Indigenous languages. An Ogiek activist said that although Sogoot FM 97.1, an Ogiek language radio station, was used to reach the community to inform them about Covid-19 and its impacts, it was not used for school coursework.  

The report is based on data and more than 80 interviews or collected responses that Amnesty International gathered to explore how Indigenous students around the world were impacted by pandemic-related school closures, including in Democratic Republic of Congo, India, Kenya, Mexico, Nepal, Russia, Taiwan and Uganda. There are 476 million Indigenous people worldwide in more than 90 countries, belonging to 5,000 different Indigenous groups and speaking more than 4,000 languages.

Technology, discrimination and dropout rates

Where Indigenous families had limited access to technology for remote learning during the pandemic, boys were often prioritized.

According to Indigenous women activists from Nepal,“If some families have a mobile, then only one or two will use it. And if there are more children in the house, one has to sacrifice their education. When it comes to the sacrifice, the girls are sacrificed more.”

Even if Indigenous students had devices capable of being used for remote learning, their families were sometimes unable to afford sufficient data. In addition, remote teaching was rarely provided in Indigenous languages.

Children with learning difficulties or disabilities which required specialist teaching, for instance through use of sign language or braille, were often excluded, including among Indigenous communities.

Interviewees in many states said there was often little or no government monitoring, or consideration of the effectiveness of alternative learning initiatives for Indigenous communities. Information on how to access education when schools closed – and they stayed shut for more than 18 months in some countries – was rarely provided in Indigenous languages.

“Boys who had begun working as motorcycle taxi drivers to earn money for their families also dropped out.

Indigenous activist from Kenya

Students with little or no access to education during the pandemic often worked instead, and never returned to schools when they reopened. Those who did return when schools reopened, often found that they had fallen behind their classmates. If they were unwilling to retake a year, or could not be supported financially, they too dropped out.

In Kenya, the majority of dropouts of Ogiek students were girls, especially girls who got pregnant during Covid-19 or were subjected to early marriage. However, it affected boys too. An Indigenous activist from Kenya said: “Boys between the ages of 12 and 18 who had begun working in jobs such as motorcycle taxi drivers or farm workers to earn money for themselves and their families also dropped out.”

Some schools across many states never reopened, further reducing access to education for Indigenous children, Indigenous activists reported.

Asked to reply to Amnesty’s findings, the Mexican government stated that it responded to the “unprecedented challenge of Covid-19″ by working with Indigenous schools and teachers to roll out a set of measures including distributing materials in five Indigenous languages, sometimes in printed formats where access to internet or devices was restricted, developing new digital educational materials, and capacity-building for schools and parents to use digital platforms.

Recommendations

“Significantly more resources are now required to safeguard, restore and improve the educational opportunities and rights of Indigenous communities,” Chris Chapman said.

“States must work with Indigenous communities to immediately restore and enhance the right to education for all Indigenous children including a focus on re-enrolling Indigenous girls, and Indigenous students with disabilities.”  

Alongside the report, Amnesty International has shared a guide for researchers who wish to investigate the extent to which the human right to participate effectively in decision-making has been violated, especially when it comes to Indigenous communities.  

“Governments must consult with Indigenous Peoples on Covid-19 response measures and other pandemic and emergency response measures, otherwise they risk violating their right to consultation, and their right to give or withhold their consent to decisions affecting them. Our study highlights the risks of failing to take into account the realities, cultures and rights of Indigenous Peoples,” said Chris Chapman.

“While our report sets out the devastating impact of this lack of inclusion, it’s hoped that Amnesty’s guide will ensure Indigenous people are included in discussions that affect them in the future. Every child has the right to free, high-quality primary education. States must therefore ensure that no child is left behind.”