“They Underestimated the Student Movement”: Paraguayan Youth Fight to Defend Affordable Education

Report on Student Protests in Paraguay: Emphasis on Sustainable Development Goals (SDGs)

Introduction

On April 16, thousands of students took to Avenida Mariscal López in Asunción, Paraguay, protesting against a new law dubbed “Hambre Cero” (Zero Hunger). The law, which the government claims will universalize access to school meals, has sparked significant controversy and opposition from the student community.

Background

The protests were ignited by the Zero Hunger law, which alters the funding structure for several vital state social programs. This includes the Zero Fees scheme, which exempts students from state secondary schools from paying tuition fees at state universities. Students argue that these changes jeopardize essential programs.

Key Issues and SDGs

• SDG 4: Quality Education
  • Paraguay has the lowest level of public spending on education in South America, at just 3.6% of GDP.
  • The Zero Fees scheme supports approximately 60,000 students from poorer backgrounds, making higher education accessible to many who would otherwise be unable to afford it.
• SDG 1: No Poverty
  • The Zero Hunger law reallocates funds from the National Fund for Public Investment and Development (FONACIDE), previously used for academic research, scholarships, and medical programs.
  • Students argue that the new funding source, derived from public treasury money, is unreliable due to low tax revenue and high corruption levels.
• SDG 16: Peace, Justice, and Strong Institutions
  • The government’s response to the protests has been criticized as authoritarian, with accusations of corruption and nepotism within public institutions.
  • Students have faced attempts by plainclothes police to infiltrate their protests and have been trailed on the streets.

Student Actions

Students have occupied the National University of Asunción (UNA) for almost three weeks, suspending classes and controlling access to institutions. This occupation has drawn attention to their cause and forced the government into negotiations.

The Occupation

During the occupation, students organized educational and recreational activities to maintain morale. They managed security, food, research, and infrastructure teams despite challenging conditions.

Impact on Education

The Zero Fees scheme has significantly increased university access for students from campesino families and other economically disadvantaged backgrounds since its implementation in 2021. However, the new law threatens this progress.

Government Response and Corruption Concerns

The government’s handling of the situation has been marked by accusations of corruption and nepotism. High-ranking officials have been implicated in scandals involving unqualified relatives receiving high salaries in public institutions.

Increasing Authoritarianism

Since President Santiago Peña took office in August 2023, his government has been accused of expelling opposition senators, violently implementing policies affecting pensioners and workers, and co-opting the justice system to protect its interests.

Student Resilience and Future Actions

The student movement has shown resilience, forming alliances with unions, pensioners, and university staff. Despite ending the occupation on April 19 after a meeting with government officials, students continue to exert pressure through protests and are prepared to reoccupy UNA if necessary.

Conclusion

The student protests in Paraguay highlight critical issues related to SDGs 1, 4, and 16. The movement underscores the importance of accessible education, reliable funding for social programs, and strong institutions free from corruption. The first round of talks between students and government representatives took place on May 9, with discussions set to continue.

William Costa is a freelance journalist based in Asunción, Paraguay. He concentrates on social, environmental, and cultural topics.

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SDG Analysis of Student Protests in Paraguay

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 1: No Poverty
2. SDG 2: Zero Hunger
3. SDG 4: Quality Education
4. SDG 10: Reduced Inequality
5. SDG 16: Peace, Justice, and Strong Institutions

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 1: No Poverty
  • Target 1.4: Ensure that all men and women, particularly the poor and the vulnerable, have equal rights to economic resources, as well as access to basic services.
• SDG 2: Zero Hunger
  • Target 2.1: End hunger and ensure access by all people, in particular the poor and people in vulnerable situations, including infants, to safe, nutritious, and sufficient food all year round.
• SDG 4: Quality Education
  • Target 4.1: Ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.
  • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.
  • Target 4.5: Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable.
• SDG 10: Reduced Inequality
  • Target 10.2: Empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.
• SDG 16: Peace, Justice, and Strong Institutions
  • Target 16.6: Develop effective, accountable, and transparent institutions at all levels.
  • Target 16.7: Ensure responsive, inclusive, participatory, and representative decision-making at all levels.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicators for SDG 1:
• Proportion of population living below the national poverty line (implied by the economic struggles of students).
• Indicators for SDG 2:
• Prevalence of moderate or severe food insecurity in the population (implied by the concerns about the Zero Hunger program’s effectiveness).
• Indicators for SDG 4:
• Proportion of children and young people achieving at least a minimum proficiency level in reading and mathematics (implied by the protests for better educational funding).
• Participation rate in organized learning (implied by the impact of Zero Fees on university enrollment).
• Indicators for SDG 10:
• Proportion of people living below 50% of median income (implied by the economic background of students).
• Indicators for SDG 16:
• Proportion of population who believe decision-making is inclusive and responsive (implied by student criticisms of government authoritarianism).
• Number of verified cases of corruption (implied by corruption accusations against government officials).

4. Findings Table

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