The Impact of the Humanitarian Crisis in Gaza on Educational Rights

Written by Alessia Bruni 

The humanitarian crisis in Gaza continues to disrupt the lives of many residents severely, specifically affecting the educational rights of Palestinian children. The right to education is a fundamental right that all children should enjoy, however, for many children and students living in the Gaza Strip, school has been inaccessible due to the damage to their infrastructure and the threat of violence. The crisis disrupts the children’s ability to gain quality education, creating long-term obstacles. 

The Crisis in Gaza  

Recent reports calculate that over 625,000 children in Gaza, including 300,00 enrolled in the United Nations Relief and Works Agency, schools have been directly impacted by the ongoing humanitarian crisis. (United Nations Relief Works Agency 2024) These families and their children live in a constant state of fear due to the ongoing threats of violence by military operations, and this causes a lack of access to essential services, with education being the most predominant. Many of the schools that allow access to education have been destroyed or damaged by airstrikes at an alarming rate of 90%, leaving families to be displaced. (Rose and Sayed 2024) Our normalcy of everyday life is easily sustainable, whereas, for Palestinian children, normalcy is impossible to sustain. Having to rebuild the educational system will leave the children losing either 2 years of education in case a ceasefire was to be drawn, and if not, an alarming 5 years of education could be lost. (Rose and Sayed 2024)  

 

Destruction of Infrastructure  

The humanitarian crisis in Gaza is not only reflected in the multitude of deaths of children but also extends to the fate of the children who do survive but are left with the aftereffects of the destruction, leaving their opportunities, specifically educational opportunities, in jeopardy. The Education Cluster deployed a satellite-derived damage assessment in the Gaza Strip to assess the damage to infrastructure and educational facilities. The results of the satellite images revealed that hundreds of the buildings were destroyed. To further highlight these atrocities, under International Humanitarian Law, any direct attack against a school is constituted as a violation, specifically regarding children in conflict. (Inger Ashing, Sherif, and Egeland 2024) This highlights the severity of the lives and educational opportunities of Palestinian children.  

 

The extent of the destruction underscores the lasting and devastating impact on educational access for current and future generations. The significant damage to these schools places educational opportunities in a state of crisis; once hostilities cease, children may find themselves without any schools to attend. Furthermore, rebuilding the infrastructure could take years or may even prove impossible. (United Nations 2024) The destruction of school facilities not only postpones formal education but deprives children of a safe learning environment. Schools are vital for fostering social skills and supporting emotional and educational development. (UN Office of the High Commissioner for Human Rights 2024) The absence of adequate infrastructure has forced students into temporary shelters, where they face numerous challenges, including overcrowding, interruptions, and limited support and resources. (Hinnawi 2024)  

 

The Psychological Damage on the Children and Educators  

It is important to draw attention to the significant psychological impact of the humanitarian crisis on Gaza’s children. It is calculated that over 1.2 million children live in a constant state where their safety is compromised due to threats or violence, this creates effects that are lasting to their well-being. (Hinnawi 2024) The impact of the crisis has left nearly all children in the Gaza Strip to require mental health support due to the atrocities and the lasting trauma due to the multitude of loss of their friends, homes, schools, and family. (Rose and Sayed 2024)  

“Education has been under relentless attack in Gaza and the West Bank, with hundreds of thousands of children deprived of their right to education, tens of thousands of teachers having lost their jobs, and hundreds of schools in the Gaza Strip totally or partially destroyed” (Education International 2024) The ongoing conflict continues to disrupt the lives of the children with ongoing trauma, contributing to the ability of the children to engage in educational opportunities meaningfully. Furthermore, many of the educators face the same trauma that the children of Gaza experience while having to work under strenuous conditions to provide education. This creates a disruptive cycle of learning as both the educators and students are subjected to severe psychological trauma due to the ongoing trauma and instability. (Graham-Harrison and Mousa 2023)  

 

The Generational Impact  

The long-term implications of the current crisis in Gaza on education are profound, leaving many students without access to schooling now and potentially in the future if conditions do not improve. The loss of education raises the alarming prospect of a “lost generation,” as prolonged school absences deprive children of the essential skills and knowledge needed for meaningful economic and social contributions. (Rose and Sayed 2024) Education offers a vital pathway for children to improve their circumstances and provides individuals from impoverished backgrounds a chance to break free from their limitations and establish stability. The erosion of educational opportunities not only jeprodises the future of these children but also threatens the overall future of Palestinian society. (Ali 2024) 

 

The degradation of educational opportunities in Gaza has far-reaching implications that extend beyond academic knowledge, encompassing the essential values and aspirations that a school environment fosters. Interviews conducted by aid workers have revealed that many children in Gaza are grappling with fundamental questions regarding the concepts of equality and human rights. (United Nations Relief Works Agency 2024) These inquiries arise from the stark contradiction between these ideals and the pervasive violence and trauma they endure. If ongoing loss of hope, intervention, and values persists, it may rise to significant social challenges in the future. (UN Office of the High Commissioner for Human Rights 2024)   

 

The Role of International Aid  

International organisations and governments must prioritise the right to education in their response to the ongoing crisis, particularly through the provision of humanitarian aid. The United Nations Relief and Works Agency (UNRWA) has taken significant steps to address this issue by calling for an immediate ceasefire and urging international organisations to increase funding for their “Education in Emergencies” program. This initiative provides non-formal education, mental health support, and temporary learning spaces. (United Nations Relief Works Agency 2024) A commitment to educational recovery is essential to safeguard the future of children in Gaza. This commitment should encompass measures that ensure safe learning environments during emergencies and humanitarian crises. This will help foster hope and stability for Palestinian youth. (Hinnawi 2024) 

 

Conclusion  

The humanitarian crisis in Gaza underscores the profound disruptions to both educational opportunities and humanitarian rights, leading to enduring and detrimental effects on physical infrastructure and mental health. Immediate intervention and assistance are essential, as the cycle of trauma and interrupted education is likely to escalate, resulting in long-term repercussions for the Palestinian children and the wider community. Education is a fundamental human right, and by prioritising aid initiatives, the international community has a critical opportunity to alleviate the impacts of the current crisis. Restoring educational access can provide the children of Gaza with a sense of normalcy, hope, and stability, which is crucial for both their present circumstances and future prospects. 

 

References  

Ali, Eman Alhaj. 2024. “In Gaza, education is resistance.” Al Jazeera, August 12, 2024. https://www.aljazeera.com/opinions/2024/8/12/in-gaza-education-is-resistance. 

Education International. 2024. “War and trauma: Addressing mental health in Palestine.” Education International, July 8, 2024. https://www.ei-ie.org/en/item/28781:war-and-trauma-addressing-mental-health-in-palestine. 

Graham-Harrison, Emma, and Aseel Mousa. 2023. “War’s toll on education in Gaza casts shadow over children’s future.” the Guardian, December 18, 2023. https://www.theguardian.com/world/2023/dec/18/wars-toll-on-education-in-gaza-casts-shadow-over-childrens-future. 

Hinnawi, Mohammed. 2024. “UNRWA Education activities in Gaza.” UNRWA EDUCATION RESPONSE IN GAZA, June 2024. https://www.unrwa.org/sites/default/files/content/resources/education_response_in_gaza_graphic_brief.pdf. 

Inger Ashing, Inger, Yasmine Sherif, and Jan Egeland. 2024. “Education Under Attack in Gaza, With Nearly 90% of School Buildings Damaged or Destroyed.” Save The Children, April 16, 2024. https://www.savethechildren.net/blog/education-under-attack-gaza-nearly-90-school-buildings-damaged-or-destroyed. 

Rose, Pauline, and Yusuf Sayed. 2024. “Palestinian Education ‘under Attack’, Leaving a Generation Close to Losing Hope, Study Warns.” University of Cambridge. September 25, 2024. https://www.cam.ac.uk/research/news/palestinian-education-under-attack-leaving-a-generation-close-to-losing-hope-study-warns. 

United Nations. 2024. “UN experts deeply concerned over ‘scholasticide’ in Gaza.” UN experts deeply concerned over ‘scholasticide’ in Gaza OHCHR, April 18, 2024. https://www.ohchr.org/en/press-releases/2024/04/un-experts-deeply-concerned-over-scholasticide-gaza. 

United Nations Relief Works Agency. 2024. “Education Under Attack.” Education Under Attack UNWRA, September 9, 2024. https://www.unrwa.org/newsroom/photos/education-under-attack. 

UN Office of the High Commissioner for Human Rights. 2024. “UN Human Rights Office – OPT: The UN Human Rights Office condemns Israeli Defense Force’s Strike on Al Tabae’en School in Gaza City – occupied Palestinian territory.” ReliefWeb, August 10, 2024. https://reliefweb.int/report/occupied-palestinian-territory/un-human-rights-office-opt-un-human-rights-office-condemns-israeli-defense-forces-strike-al-tabaeen-school-gaza-city?_gl=1*1gb7d68*_ga*MTczOTcwNTI5NC4xNzE3NTA5ODY5*_ga_E60ZNX2F68*MTcyMzU1MDMzNi4yMi4xLjE3MjM1NTAzMzguNTguMC4w. 

Cover Image by Honsy Salah, Gaza, Palestine, 2011, photograph, Pixabay, https://pixabay.com/photos/gaza-palestine-poverty-child-boy-6782232/ 

 

Protecting Deceased Individuals and Their Remains

Presented by Alexia Kapsampeli

International humanitarian law has established important principles about dead and missing in armed conflict. These principles protecting dead persons are based on fundamental human values.
The requirements that the dead be treated with respect and dignity existed long before there were any attempts to identify and codify the legislation.¹ In Homer’s Iliad, horror and concern about the dead becoming “prey to dogs and vultures” exist.² According to the Greek Heroic Age standards, when Homer wrote the Iliad, “it is recognised custom for the victor after stripping his dead enemy to throw the body to the dogs and vultures”.³ Similarly, in the Classical period, Sophocles’ Antigone discusses the treatment of Polynice’s dead body. ⁴ As the first Professor of Anthropology at the University of Oxford, Edward B. Tylor, emphasised in his book “Primitive Culture, ii”: “In classic antiquity… it was the most sacred of duties to give the body its funeral rites”.⁵

The government of Israel claims that the Geneva Conventions do not apply to the occupied Palestinian territories. However, human rights law is still applied even in an armed conflict, as a part of international humanitarian law, according to the International Court of Justice and the United Nations Human Rights Committee 19. As for Hamas, it is not a party to the international conventions, but the customary rules of international humanitarian law apply to all parties in an armed conflict. On the other hand, Israel’s actions in the Occupied Palestinian Territories are limited by international humanitarian law and by the customary rules of human rights law.

In a July 2020 report, the United Nations rapporteur on human rights, Michael Lynk, of withholding bodies of killed Palestinians. According to the report, “UN Secretary Ban Ki-Moon observed in 2016 that the withholding of bodies amounts to collective punishment and is also inconsistent with Israel’s obligations as an occupying power under the Fourth Geneva Convention”. It is said collective punishment is a tool of control and domination that is antithetical to the modern rule of law and prohibited by all legal systems across the globe.¹³

18A-Input_for_report_on_protection_of_dead_persons

Download the PDF here.

Featured Image “Jerusalem, located on a plateau in the Judean Mountains between the Mediterranean and the Dead Sea, is one of the oldest cities in the world. ” by Northern Adventures on Flickr.

¹ Last Rights The Dead, the Missing and the Bereaved at Europe’s International Borders 2 Proposal for a Statement of the International legal obligations of States May 2017 https://www.ohchr.org/sites/default/files/Documents/Issues/Migration/36_42/TheLastRightsProject.pdf Last accessed on January 17, 2024
² Hrvoje Cvijanović “Death and the City: Political corpses and the specters of Antigone” University of Zagreb, 2019, https://hrcak.srce.hr/file/336271 Last accessed on January 19, 2024
³ Basset Samuel Elliot “Achilles’ Treatment of Hector’s Body” Transactions and Proceedings of the American Philological Association, p 41-65, 1933
⁴ Hrvoje Cvijanović “Death and the City: Political corpses and the specters of Antigone” University of Zagreb, 2019, https://hrcak.srce.hr/file/336271 Last accessed on January 19, 2024
⁵ Frank Tarbell “Greek Ideas as to the Effect of Burial on the Future of the Soul” Transactions of the American Philological Association (1869-1896) Vol 15, pp (36-45) https://www.jstor.org/stable/2935798?seq=1 Last accessed on January 19, 2024

¹³ Report of the Special Rapporteur on the situation of human rights in the Palestinian territories occupied since 1967, https://www.ohchr.org/sites/default/files/HRBodies/HRC/RegularSessions/Session44/Documents/A_HRC_44_60.pdf, 2020, Last accessed on January 21, 2024

The Gaza Conflict Dilemma: Academic Freedom and the Complex Tapestry of Free Speech in American Universities

By Samantha Orozco

In recent days, Harvard’s President, Claudine Gay, resigned amidst an antisemitism scandal. Contrary to expectations, her resignation was not prompted by allegations of antisemitism at the renowned institution but by accusations of plagiarism. While such accusations warrant the resignation and removal of an academic in such a pivotal role, it is crucial not to overlook the controversy surrounding her decision to step down and the pressure exerted by members of the US Congress and Harvard’s Jewish Community.

Gay, alongside other esteemed university presidents such as Liz Maguill of the University of Pennsylvania (who also resigned) and Sally Kornbluth of the Massachusetts Institute of Technology, faced scrutiny following allegations of antisemitism and potential endorsement of university authorities. This situation preceded a hearing initiated by the US Congress Republican Party to investigate “their actions to curb and penalize antisemitism in their respective universities.” [1]

Claudine Gay, president of Harvard University taken by Ken Cedeno, Reuters
Sally Kornbluth, president of Massachusetts Institute of Technology taken by Kevin Dietsch/Getty Images
M. Elizabeth Magill, president of University of Pennsylvania , taken by Kevin Dietsch/Getty Images

The inquiries and pressure directed at these university presidents are just the tip of the iceberg in the attempt to stifle freedom of speech in American universities. For instance, Columbia University prohibited participation in demonstrations supporting either Palestine or Israel. While this initially suppressed the two main student groups, the resolution backfired as students organized protests and formed over 40 student groups to continue expressing support for their causes.[2] Another example is the decision by Ron DeSantis, Governor of the State of Florida, to declare all pro-Palestinian groups in state universities illegal and compel their closure.[3]

The situation unfolding in American universities and the congressional approach to the matter threatens academic freedom and the right to freedom of speech. This is exacerbated by the fact that this precedent could set an example nationwide, where a pro-Palestinian liberation movement emerges without the intention of promoting hate speech but instead creating discomfort for those with differing views. On the other hand, the concern lies in the unequal treatment of hate speech incidents, mainly when directed against Palestinian or Muslim students.

“Anti-zionism is Antisemitism”?

The initial misstep in defining the boundaries of tolerance for expressions of support for the Palestinian movement occurred with the congressional resolution that equates anti-Zionism with antisemitism. [3] This sets a dangerous precedent, as many anti-Zionist movements advocate for a ceasefire in Gaza or criticize Israel’s military actions without promoting hatred or discrimination against Jews. Since October 7, several pro-Israel motions have been endorsed by Congress, reflecting widespread support for Israel among most US legislators during its offensive in Gaza, resulting in the tragic deaths of over 16,000 Palestinians.[4]

The conflation of anti-Zionism with antisemitism definitions has led to the interpretation of any form of support for Palestinians as acts of antisemitism. University presidents faced questioning on this matter, often relying on context to address inquiries. Their responses were often hesitant, not firmly stating whether certain behaviours are antisemitic or not, emphasizing the importance of context. In an environment where pro-Palestinian expressions are perceived as universally antisemitic, nuanced responses are challenging to provide, leading to the coerced cessation of pro-Palestine protests by university students.

Determining whether specific expressions may be considered antisemitic requires a case-by-case analysis, potentially placing such behaviours outside the protection scope of the right to freedom of speech. Article 19 of the International Covenant on Civil and Political Rights (ICCPR) asserts that everyone is entitled to freedom of speech, making expressions of support for Palestinians a fundamental exercise of this right. Striking a balance between freedom of speech and the prevention of hate speech is essential, though international human rights law lacks a formal definition of “hate speech.” Instead, most United Nations instruments refer to “incitement to discrimination, hostility, or violence.”[5]

Limitations on freedom of speech under international law aim to reconcile two fundamental principles. On one hand, the principle of equality and non-discrimination ensures the equal enjoyment of human rights, protection under the law, and dignity without discrimination. On the other hand, the right to freedom of opinion and expression safeguards the right to hold opinions without interference and to express, seek, receive, and impart information and ideas across all mediums and without borders. [6] Advocating for the implementation of drastic measures that quash any expression of support for Palestinians is a misguided approach in the pursuit of a shared objective, which ideally should be peace and the safeguarding of human dignity, irrespective of individual perspectives on the Gaza conflict.

American citizens pro-Palestinian protest in front of Israel Consulate – by Hossam el-Hamalawy on Flickr

The challenge for academy and university students

An intriguing aspect to ponder is the state of academia when contentious issues arise, potentially jeopardizing even professional positions. Will contributions to the analysis of the Conflict in Gaza, particularly from academics at renowned American universities, be tainted and stifled by the fear of being branded as antisemitic?

While advocating for the punishment of hate speech, incitement to Violence, or genocide against any involved groups in the conflict is commendable, the challenge lies in striking a balance that preserves academic freedom. This concept, rooted in medieval European universities,[6] encompasses the freedom of teachers and students to engage in teaching, studying, and research without undue interference or constraints from law, institutional regulations, or public pressures. Its fundamental tenets include teachers’ freedom to explore subjects of intellectual concern, present findings without censorship, and teach in a professionally appropriate manner.

Students can study relevant subjects, form conclusions independently, and express their opinions. Advocates argue that the justification for academic freedom is not solely for the comfort of educators and students but for societal benefits.[7] A society thrives when the educational process fosters knowledge advancement, and such progress is best achieved when inquiry remains free from state, institutional, or special-interest group restraints. In that sense, more than trying to suppress opinions, universities should promote healthy discussions among different perspectives and encourage students to participate in other academic spaces.

Ironically, being a college president may be one of the least desirable positions in American universities. The removal of a university president should ideally result from internal deliberations among board members and academic personnel, not from political pressures emanating from the Capitol. Universities must remain immune to political coercion, and authorities should distinguish between this and exercising freedom of speech and promoting academic freedom. At the moment, actions appear to favour a specific narrative, undermining the potential for diverse and healthy approaches and discussions in a nation where no voices should be silenced.

Notes:

[1]Blinder, Alan & Others for The New York Times. (12 December 2023) Universities Face Congressional Inquiry and Angry Donors Over Handling of Antisemitism. https://www.nytimes.com/2023/12/07/us/university-of-pennsylvania-mit-harvard-antisemitism.html

[2]Stack, Liam, for The New York Times. (November 2023) Columbia Closes Campus as Israel-Hamas protests erupts. https://www.nytimes.com/2023/10/12/nyregion/columbia-university-israel-hamas-protests.html

[3]Hay, Andrew for Reuters. Florida´s De Santis bans Pro-Palestinian Student Group. https://www.reuters.com/world/us/floridas-desantis-bans-pro-palestinian-student-group-2023-10-25/

[4]Mohamed, Edna, and others for Al Jazeera. Israel-Hamas war updates: More than 16,200 dead in Gaza from Israeli Attacks. https://www.aljazeera.com/news/liveblog/2023/12/5/israel-hamas-war-live-israeli-attacks-on-southern-gaza-reach-new-depths

[5]United Nations Human Rights Commission, Hate speech and incitement to hatred or Violence. Special Rapporteur on Freedom of Religion or Belief https://www.ohchr.org/en/special-procedures/sr-religion-or-belief/hate-speech-and-incitement-hatred-or-violence#:~:text=As%20a%20matter%20of%20principle,peaceful%2C%20inclusive%20and%20just%20societies.; The International Convention on the Elimination of all Forms of Racial Discrimination (CERD), adopted by the UN General Assembly in 1965, prohibits “propaganda” and “dissemination of ideas” about racial superiority and The Convention on the Prevention and Punishment of the Crime of Genocide (art. 4).1948, The Rome Statute of the International Criminal Court was adopted in 1998  (art. 25).

[6]Simpson, R. M. (2020). The relation between academic freedom and free speech. Ethics, 130(3), 287-319.

[7]Hinchey, P. H. (2010). Finding freedom in the classroom: A practical introduction to critical theory (Vol. 24). Peter Lang; Barrow, C. W. (2017). Realpolitik in the American University: Charles A. Beard and the problem of academic repression. In Neoliberalizing the University: Implications for American Democracy (pp. 26-46). Routledge.

Human rights impact of business enterprises in the occupied Palestinian territory

Written by Aurelia Bejenari, Leyang Fu and Maria Popova

This report is a Submission to the United Nations Special Rapporteur on the situation of human rights in the Palestinian territories occupied since 1967.

Education Under Threat: An EU-funded Palestinian school at risk of destruction. Photo by EU Civil Protection and Humanitarian Aid on Flickr.

How do business enterprises affect critical aspects of life, including economic, social and cultural rights in the oPt, particularly that of Palestinians under occupation?

Business enterprises significantly impact socio-cultural rights in Palestine, namely, children’s access to education. Education in Palestine is mandatory between grades 1 and 10; hence, all children between 6 and 15 years old are supposed to be enrolled in school.1

The current unemployment rate in Palestine has a drastic impact on children’s rights to education. Parents’ job loss and the erosion of resilience capacities often result in child school dropout, especially among low-income households, affecting primarily male children and children with low academic performance. Child labour is often used as a mechanism to alleviate families’ poverty.2 In 2018, approximately 4840 children out of 372600 worked full-time in Gaza.3 Thus, the deteriorating socioeconomic situation in Palestine hurts children’s rights and access to education.

Also, businesses operating in Palestinian territory display low compliance with Corporate Social Responsibility, which refers to the moral conduct that a company must follow.4 Following Corporate Social Responsibility is essential, as businesses have a crucial impact on societal well-being, including children’s access to education. Lack of compliance can have negative consequences as companies attempt to increase their profits by violating international law (e.g., the use of child labour). Businesses have played an essential part in reinforcing Israel’s agenda of annexation, control and exploitation.5 This is visible, for example, in children’s participation in Israeli settlement farms.

Palestinian children often work in Israeli settlement farms in the occupied West Bank, constituting a significant abuse of their rights.6 Children as young as 11 years old drop out of school to work under precarious and often dangerous conditions, being exposed to pesticides, dangerous equipment, and extreme heat (40 degrees and even 50 degrees Celsius).7 Children also do not receive medical insurance, having to pay for their medical bills in case of an accident at work. These children work 8 hours daily, six or seven days a week.8 During harvesting season, children work up to 12 hours per day and are heavily pressured by their employers, who do not allow breaks. This constitutes a grave violation of international as well as Israeli and Palestinian law, which states 15 years as the minimum age of employment, and children receive less than the established Israeli minimum wage.9 Children work in the agricultural sector due to the lack of employment opportunities and the need to support their families financially.10 The dire financial situation of many Palestinian families is a consequence of Israel’s occupation, which restricts access to land, water, and other essential means for agriculture. Moreover, the lack of career opportunities in Palestine also affects children’s access to education. Children often drop out of school prematurely as they assume they will inevitably work for Israeli settlements despite their qualifications.11

You can download the full report in this link.

References

1 Di Maio, M. and Nistico, R. The effect of parental job loss on child school dropout: Evidence from the Occupied Palestinian Territories. Journal of Development Economics, 141, p.102375.

2 OCHA. “Child labour increasing in Gaza”, 2019. https://www.ochaopt.org/content/child-labour-increasing-gaza

3 Ibid.

4 Alhih, M., Tambi, A.M.B.A. and Abueid, A.I.S. Corporate Social Responsibility in Palestinian Public Schools. American Based Research Journal, 7(2018).

5 Farah, M. and Abdallah, M. “Security, business and human rights in the occupied Palestinian territory”. Business and Human Rights Journal, 4(2019), pp.7-31.

6 Human Rights Watch. “Ripe for Abuse: Palestinian Child Labor in Israeli Agricultural Settlements in the West Bank”, 2015. https://www.hrw.org/report/2015/04/13/ripe-abuse/palestinian-child-labor-israeli-agricultural-settlements-west-bank#:~:text=This%20report%20documents%20rights%20abuses,dangerous%20equipment%2C%20and%20extreme%20heat

7 Ibid.

8 Ibid.

9 Ibid.

10 Ibid.

11 Ibid.

International Day of Solidarity with the Palestinian People

Written by Benjamin Koponen, Caren Thomas & Zina Sabbagh

Palestine’s Educational Landscape

Amid the recent escalations in Gaza, Bisan Owda, a journalist from the area, begins most of her interviews by acknowledging her survival. Her words echo the harrowing reality. “There is no place safe in Gaza.” – wizard_bisan1, Instagram, 2023

The devastating impact on educational institutions underscores this stark truth. Over 200 schools have been ruthlessly damaged, bombed, or entirely razed in this small geographic region.i Shockingly, this accounts for almost 40% of the total number of schools in the Gaza Strip.

UNRWA (United Nations Relief and Works Agency for Palestine Refugees) facilities and schools, which are considered a protected establishment by international law and the global community, no longer carry the assurance of safety.ii The reality became painfully evident with the bombing of Al Fakhoura UNRWA school, a widely recognized establishment in northern Gaza, on November 19th.iii At the time, over 7,000 individuals, including teachers, students, families, and the elderly, sought refuge within its walls. In an instant, this sanctuary, an educational institute that helped dreams and hopes to become a reality, was destroyed.

Photo by Luke White on Unsplash

Delving deeper into Palestinians’ challenges within the educational sphere offers a clearer picture of their struggles. Palestinian secondary education comprises three primary sectors: Private schools, public schools, and UNRWA schools specifically established for Palestinian refugees.iv These institutions adhere to the standardized Palestinian Curriculum set by the Palestinian Government. An intriguing aspect to note is the continuous scrutiny and censorship imposed by the Israeli Government on the standardized Palestinian Curriculum.v The Israeli authorities restrict detailed information about Palestinian heritage, culture, and history.vi

Additionally, the very depiction of a map outlining the borders of Palestine is consistently banned. This forces the Palestinian curriculum to be extremely flexible because continuous changes are happening to it.vii Moreover, both students and teachers face numerous obstacles in accessing schools. Throughout the West Bank, checkpoints present a significant hindrance, impeding the transit of individuals to educational institutions. Similarly, in Gaza, the frequent bombings further increase the challenges faced by students and educators in their pursuit of education viii.

Another obstacle that the secondary educational sector faces is funding. A report by the Global Coalition to Protect Education from Attack (GCPEA) mentioned that around US$3.55 million would be required to repair the damages to school facilities from the aggression that happened in May 2021.ix Due to the Israeli Military Occupation, the economy of the Palestinian Authority is severely hindered. Thus, the educational sector heavily depends on donations and aid from the international community, primarily the UN.x However, since 2016, the aid for the UNWRA schools has been radically decreasing due to changes in the political arena.xi

Gaza’s schools consist of 284 UNRWA facilities out of 561 schools due to the high population of refugees from neighbouring villages that got destroyed.xii Therefore, many of these schools lack the infrastructure, classes, and materials to function properly; however, they are still prospering and using as much material as they can to operate at their best capacity. Even when the students surpass all of these difficult challenges, when they want to pursue higher education outside of Gaza, they are denied permits from Israel, thereby confining them in Gaza.

Concerning education, there are numerous tactics employed by the Israeli Occupation that exacerbate these hardships. Even if there was an end to the destruction and war against Gaza, the trauma and PTSD faced by students, teachers, and other individuals will take generations to process, heal, and fully recover.

Photo by Austin Crick on Unsplash

Mental Health of Palestinian Children

Mental health is a delicate prism through which human beings understand themselves and the world around them. This prism is ymbolizezed by peoples’ ability to manage stress, nurture their talents, learn/work effectively, and support their community.xiii These resilience strategies are not coping mechanisms of living through trauma but allow people to move past setbacks and grow as individuals. However, traumatic incidents in childhood–such as warfare–can induce levels of stress which surpass the efficacy of healthy coping mechanisms. The continued bombing, displacement, and occupation of Gaza/West Bank has increased anxiety, depression, and PTSD amongst local Palestinian children.

Since October 7th, the IDF has killed approximately 11,320 Palestinian civilians.xiv These include 4,650 children and 3,145 women, leaving 29,200 injured and 3,600 unaccounted for (of which 1,755 children).xv Twelve years ago, Dimitry found that “conflict-related traumatic experiences correlate positively with prevalence of mental, behavioural and emotional problems”.xvi

As far back as 2011, approximately 23% to 70% of children were reported to suffer from PTSD.xvii Post-traumatic stress disorder (PTSD) is a prolonged mental/physiological response to extremely tense experiences. For Palestinian children, exposure to terrorist attacks, being displaced from one’s homes, violent abuse, and witnessing daily humiliation force them into survival mode.xviii

Maintaining a daily routine is integral to ensuring children’s mental health. However, the destruction of schools, homes, and regular displacement produce an unpredictable environment. It has been noted that the persisting nature of Israeli occupation eliminates civilians (especially children) a moment to heal.xix As a result, they are thrown into a constant state of traumatic stress. In 2022, 90% of children experience separation anxiety from parents, over 50% have pontificated suicide, and 59% experience reactive mutism.xx Furthermore, the Guardian has reported that children are also experiencing sleeping difficulties.xxi However, children have developed strategies for responding to these post-traumatic stress symptoms (PTSS) in different ways. These include active exposure to traumatic events and political resistance as trauma responses to political violence.

Palestinian youth–often young men and boys– have been known to hold peers who have been beaten/imprisoned with respect.xxii In this way, they transform the fear of persecution into courage. In contrast, young Palestinian women and girls are more likely to express PTSS through anxiety and depression.xxiii These characteristics align with the gendered expectations of boys/girls in the Middle East. Unsurprisingly, young men and boys who engage in these behaviours demonstrate more PTSS than their female counterparts.xxiv Active exposure to trauma is deeply interconnected to resistance as a trauma response.

Wispelwey & Jamei demonstrate that political activism, specifically the Great March of Return (GMR), can provide “a positive impact on community mental health via a sense of agency, hope”.xxv The GMR, a series of demonstrations initiated in March 2018, was meant to ymbolize Palestinians’ right to return to their homeland (enshrined by UN Resolution 194). The GMR adopted a cultural/celebratory atmosphere filled with dancing, food, and chanting. Protesters met the IDF’s militaristic response–dispensing tear gas and sniping into the crowd–with an entrenched feeling of agency to shape their political reality.xxvi

The desperate state of children’s mental health in Palestine is entangled with the reality of Israeli occupation. Anxiety is not an irrational response to warfare. Depression is not an irrational response to a lack of opportunities. These are psychological symptoms of decisions made by political leaders. In a letter published by Save The Children, 6 Palestinian children–Salma, Niveen, Zain, Samer, Khaled and Amal outlined their wishes; “The first thing we wish is that the war would end…We hope that all the destroyed buildings will be cleared away and something better and more beautiful will come in their place”.xxvii Medical care, infrastructure, and community support will be integral to healing. A ceasefire is the first step in this healing process.

Deprivation of resources for students in Palestine

At the beginning of the year 2023, the United Nations recorded at least 423 incidents impacting Palestinian children and their education. This includes the firing by Israeli forces on schools and children conducting operations and demolishing schools.xxviii The Gaza’s Ministry of Educationxxix has suspended the school year 2023-2024. Due to the indiscriminate bombing of Gaza, schools in the Strip are being used as “safe spaces” for the Palestinians. However, even the schools have been targeted by Israeli bombing.

Currently, schools run by UNRWA – the United Nations Relief and Works Agency for Palestinian refugees – have been targeted numerous times by Israeli attacks.xxx These schools are supposed to be considered as secure zones during an armed conflict. However, what we’re witnessing in Gaza is the deliberate targeting of innocent civilians, particularly children. This targeting of those seeking refuge in schools ultimately leads to the death and injury of many civilians. It leads to the disruption of education due to the loss of resources that occurs when an armed conflict targets schools and other educational institutions.

Photo by Gayatri Malhotra on Unsplash

Defense for Children International – Palestine, who are winners of the Rafto Prize, 2023, in their ‘Child in War, 2022 reportxxxi had mentioned that Palestinian children have expressed that they do not want financial assistance from the international community. Instead, the children would like to be protected from the searches that take place during checkpoints and attacks that take place at school. Furthermore, child human rights defenders from Palestine were given the chance to partake in meetings with international human rights bodies, but no heed was given to address the needs of the children. The ground reality continues to remain the same.

The Gaza Strip continues to witness armed conflict, causing colossal damage to infrastructure and other educational resources. A child is supposed to be in school for education but now goes to school with their families for potential shelter from the bombings. The number of schools damaged is at least 300 schools and 183 teachers have reportedly been killed.xxxii Additionally, the Israel blockade of water, food, medical supplies, electricity and fuel imposes grave risks on the access to resources for these children.

A gap in the child’s education that has occurred due to conflict, coupled with the absence of psychosocial support, may leave many children feeling hopelessly behind. The situation in Gaza requires the people to rebuild their schools, sanitation and other educational resources. The people need to find ways to accommodate temporary learning spaces, obtain support from the international community to rebuild their educational systems and, most importantly, find teaching staff equipped to understand the fractured environment of these young minds. Education is extremely crucial in this heart-wrenching environment as it offers the backbone and potential freedom to overcome some of the difficulties faced by these Palestinian children.

While countless international laws and mechanisms are in place, enforcing them has been an ineffective process mainly due to minimal international intervention. It is unequivocally evident that the Israel attacks on Palestine are a mockery of international humanitarian law.

We leave our readers with these questions.

When does education, a fundamental human right enshrined in the Universal Declaration of Human Rights, cease to be a distant luxury for the children of Palestine?

When does a child of Palestine stop being a “child of war” and embrace a life of positive learning, growth and happiness?

References

i UNESCO. (2023). Gaza: UNESCO calls for an immediate halt to strikes against schools. UNESCO. https://www.unesco.org/en/articles/gaza-unesco-calls-immediate-halt-strikes-against-schools

ii UNRWA. (2023). THE GAZA STRIP: UNRWA SCHOOLS SHELTERING DISPLACED PEOPLE CONSTANTLY. UNRWA. https://www.unrwa.org/newsroom/official-statements/gaza-strip-unrwa-schools-sheltering-displaced-people-constantly-hit

iii Al Jazeera. (2023). Many killed in Israeli attacks on two schools in northern Gaza. Al Jazeera. https://www.aljazeera.com/news/2023/11/18/israeli-forces-strike-al-fakhoora-school-in-northern-gaza

iv Palestinian Central Bureau of Statistics. (2023). Schools Placement Around Palestine. https://www.pcbs.gov.ps/Portals/_Rainbow/Documents/Basic_Schools_ar.html

v Al Jazeera Net. (2017). Accusing the Palestinian curriculum of incitement against Israel. Al Jazeera Net. https://www.aljazeera.net/news/presstour

vi Al Jazeera Net. (2004). Israeli Efforts to Change the Palestinian Educational Curriculum جهود إسرائيلية محمومة لتغيير مناهج التعليم الفلسطينية. Al Jazeera Net. https://www.aljazeera.net/news

vii Palestinian Ministry of Education. (2023). Sectoral strategy for education. https://www.moe.pna.ps/category/content/1036

viii Palestinian Ministry of Foreign Affairs and Expatriates. (n.d.). Ministry of Foreign Affairs and Expatriates. State of Palestine Ministry of Foreign Affairs and Expatriates. http://www.mofa.pna.ps

ix Global Coalition to Protect Education from Attack. (2022). Measuring the Impact of Attacks on Education in Palestine. https://protectingeducation.org/wp- content/uploads/impact_attackeducation_palestine_2022_en.pdf

x Palestinian Ministry of Education. (2023). Sectoral strategy for education. https://www.moe.pna.ps/category/content/1036

xi BBC News. (2018, January 17). UN alarmed as US cuts aid to Palestinian refugee agency. BBC News. https://www.bbc.com/news/world-middle-east-42717333

xii Palestinian Central Bureau of Statistics. (2023). Schools Placement Around Palestine. https://www.pcbs.gov.ps/Portals/_Rainbow/Documents/Basic_Schools_ar.html

xiii World Health Organization: WHO. (2022, June 17). Mental health. https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-our-response

xiv Anadolu staff. (2023, November). Gaza death toll soars to 11,320 amid relentless Israeli attacks, including 4,650 children. aa.com. https://www.aa.com.tr/en/middle-east/gaza-death-toll-soars-to-11-320-amid-relentless-israeli-attacks-including-4-650-children/3053701#

xv Anadolu staff. (2023, November). Gaza death toll soars to 11,320 amid relentless Israeli attacks, including 4,650 children. aa.com. https://www.aa.com.tr/en/middle-east/gaza-death-toll-soars-to-11-320-amid-relentless-israeli-attacks-including-4-650-children/3053701#

xvi Dimitry, L. D. (2011). A systematic review on the mental health of children and adolescents in areas of armed conflict in the Middle East. Child: Care, Health and Development, 38(2), 153–161. https://doi.org/10.1111/j.1365-2214.2011.01246.x

xvii Dimitry, L. D. (2011). A systematic review on the mental health of children and adolescents in areas of armed conflict in the Middle East. Child: Care, Health and Development, 38(2), 153–161. https://doi.org/10.1111/j.1365-2214.2011.01246.x

xviii Dimitry, L. D. (2011). A systematic review on the mental health of children and adolescents in areas of armed conflict in the Middle East. Child: Care, Health and Development, 38(2), 153–161. https://doi.org/10.1111/j.1365-2214.2011.01246.x

xix Agbaria, N., Petzold, S., Deckert, A., Henschke, N., Veronese, G., Dambach, P., Jaenisch, T., Horstick, O., & Winkler, V. (2020). Prevalence of post-traumatic stress disorder among Palestinian children and adolescents exposed to political violence: A systematic review and meta-analysis. PLOS ONE, 16(8), 1–17. https://doi.org/10.1371/journal.pone.0256426

xx Sherwood, H. (2023, October 22). Children in Gaza ‘developing severe trauma’ after 16 days of bombing. The Guardian. https://www.theguardian.com/world/2023/oct/22/children-in-gaza-developing-severe-trauma-after-16-days-of-bombing

xxi Save the Children International. (2022, June 15). After 15 years of blockade, four out of five children in Gaza say they are living with depression, grief and fear. https://www.savethechildren.net/news/after-15-years-blockade-four-out-five-children-gaza-say-they-are-living-depression-grief-and

xxii Agbaria, N., Petzold, S., Deckert, A., Henschke, N., Veronese, G., Dambach, P., Jaenisch, T., Horstick, O., & Winkler, V. (2020). Prevalence of post-traumatic stress disorder among Palestinian children and adolescents exposed to political violence: A systematic review and meta-analysis. PLOS ONE, 16(8), 1–17. https://doi.org/10.1371/journal.pone.0256426

xxiii Wispelwey, B. W., & James, Y. A. J. (2020). The Great March of Return. Health and Human Rights Journal, 22(1), 179–186. https://www.jstor.org/stable/10.2307/26923484

xxiv Agbaria, N., Petzold, S., Deckert, A., Henschke, N., Veronese, G., Dambach, P., Jaenisch, T., Horstick, O., & Winkler, V. (2020). Prevalence of post-traumatic stress disorder among Palestinian children and adolescents exposed to political violence: A systematic review and meta-analysis. PLOS ONE, 16(8), 1–17. https://doi.org/10.1371/journal.pone.0256426

xxv Wispelwey, B. W., & James, Y. A. J. (2020). The Great March of Return. Health and Human Rights Journal, 22(1), 179–186. https://www.jstor.org/stable/10.2307/26923484

xxvi Save The Children. (2022). Trapped: The Impact of 15 years of blockade on the mental health of Gaza’s children. https://resourcecentre.savethechildren.net/pdf/gaza_blockade_mental_health_palestinian_children_2022.pdf/

xxvii Save The Children. (2022). Trapped: The Impact of 15 years of blockade on the mental health of Gaza’s children. https://resourcecentre.savethechildren.net/pdf/gaza_blockade_mental_health_palestinian_children_2022.pdf/

xxviii United Nations Office for the Coordination of Humanitarian Affairs. “Back to school: 1.3 million Palestinian children in the West Bank and the Gaza Strip are returning to school during a tumultuous year.” ochaopt.org August 21, 2023. http://www.ochaopt.org/content/back-school-13-million-palestinian-children-west-bank-and-gaza-strip-are-returning-school-during-tumultuous

xxix Middle East Monitor. “Amidst the bombing, school year suspended in Gaza.” middleeastmonitor.com November 6, 2023. https://www.middleeastmonitor.com/20231106-amidst-the-bombing-school-year-suspended-in-gaza/

xxx Mhawish, Mohammed R. “‘Why bomb schools?’ Gaza families have no safe space amid Israeli attacks”. aljazeera.com October 10, 2023. https://www.aljazeera.com/features/2023/10/10/why-bomb-schools-gaza-families-have-no-safe-space-amid-israeli-attacks

xxxi Defence for Children International. “Children affected by armed Conflict.” defenceforchildren.org 2022. https://defenceforchildren.org/wp-content/uploads/2022/07/Children-and-Armed-Conflict-Report.pdf

xxxii Becker, Jo. “Israel/Gaza Hostilities Take Horrific Toll on Children.” Human Rights Watch. November 22, 2023. https://www.hrw.org/news/2023/11/22/israel/gaza-hostilities-take-horrific-toll-children

Press Release: Breaking Barriers. Broken Chalk’s Call for an Immediate Ceasefire and Self-Determination on this year’s International Day of Solidarity for Palestinians

As we reflect on this historic November 29th, marking 76 years since the UN partition plan, the world must stand united in solidarity with the Palestinian people, recognising their inherent right to resist occupation and achieve self-determination. On this heartbreaking International Day of Solidarity for Palestinians, Broken Chalk not only amplifies its voice but passionately advocates for the union of the Palestinian people under one sovereign territory and for a harmonious resolution to the enduring 75-year Israeli-Palestinian conflict.On this day in 1947, the UN adopted the partition plan, carving out a vision for a Jewish state and a Palestinian state, with Jerusalem as an international zone “corpus separatum.” This historic decision laid the groundwork for a two-state solution based on the principles of equal rights and self-determination under the UN Charter in Article 1 (2).1

In the wake of recent events, Broken Chalk echoes UN Secretary-General Antonio Guterres’ assertion that the October 7th attacks by Hamas “did not occur in a vacuum” and are intertwined with the 75-year struggle for self-determination and the resistance to Israeli occupation.2 Since Hamas’ recent attack on October 7th 2023, there have been over 12,000 civilians killed in the Gaza Strip, with over 5000 being children.3 “Gaza has become a graveyard for children”, speaks the UN Secretary-General Guterres.4

Broken Chalk asserts the importance of fostering political bipartisan dialogue in pursuing a lasting solution to the Israeli-Palestinian conflict. Recognising the urgency of a two-state solution, we emphasise that the path to genuine self-determination for Palestinians must begin at the grassroots level. It is imperative that civil society be granted full autonomy to shape and forge its own states, free from external impositions. As we contemplate the long-term aspirations for Palestinian self-determination, it becomes clear that a pivotal step forward is the acknowledgement that Palestinians possess the agency to construct a model for their own state independently, free from external constraints imposed by Israel or the international community.

On this day, the 29th of November, it is imperative to passionately reassert the immediate need to uphold the commitment to a two-state solution, fostering an environment where both Palestinians and Israelis thrive with unbridled autonomy and sovereignty. A reunion of Palestinians residing in both the West Bank and Gaza must transcend mere consideration; it demands recognition as an enduring solution embedded within Israel’s policy commitments and the collective conscience of the international community. The existing division among Palestinians in these two territories not only hampers the realisation of Palestinian self-determination but also perpetuates the challenges posed by unlawful settlements in the West Bank and the apparent stagnation of the Palestinian Authority (PA).

While acknowledging Israel’s legitimate right to defend itself against a terrorist organisation wholly committed to dismantling the Jewish state, Broken Chalk emphasises the utmost importance of unwavering adherence to international law, with a specific focus on maintaining proportionality in response to security threats.5 In condemning the universally deplorable attack by Hamas, it is crucial to highlight the disparity in Israel’s approach. Palestinians in Gaza are experiencing collective punishment for the actions of Hamas, raising questions about the proportionality of Israel’s response. The methods employed by the Israeli Defense Forces appear incongruent with the target objectives, as the alarming ratio of casualties reveals a stark imbalance – for every Israeli civilian lost, 10 Palestinians have paid a devastating price.6 As we navigate this complex landscape, Broken Chalk advocates for a measured and proportionate approach that respects the principles of international law while safeguarding the rights and lives of all those affected by the conflict.

The recent attacks have dealt a significant blow to the prospects of a two-state solution, with reports suggesting Palestinians in Gaza facing displacement into Sinai, Egypt, amid ongoing negotiations.7 It is crucial to shed light on the challenges Gaza faces, where limited control over its territory, borders, and economy impedes its ability to exercise full autonomy. Broken Chalk condemns the reported relocation of Palestinians to Southern Gaza and urges all parties involved to prioritise the preservation of human rights and international law.8

In alignment with Broken Chalk’s mission to make education universal, we find the cataclysmic attack on the al-Fakhoora school, operated by the UNRWA, extremely deplorable. 9 Targeting educational institutions undermines the fundamental right to education for all and hampers the prospects for a brighter future for Palestinians. As children are the future of our world, the international community must do whatever is necessary to prevent attacks on refugee camps and schools and to prevent the further loss of life of innocent men, women, and children. We call for a prospective collaboration with other NGOs to make a fundraising campaign as an emergency aid for those affected in Gaza.

As we stand together in solidarity with Palestinians on this significant day, Broken Chalk calls on the international community to renew its commitment to a just and lasting resolution that respects the rights and aspirations of both Palestinians and Israelis. We call for an immediate ceasefire and a revision of the UN partition plan in which both sides uphold the right to self-determination.

Broken Chalk announces it to the public with due respect.

Signed,

Broken Chalk

References

1 https://www.un.org/securitycouncil/content/purposes-and-principles-un-chapter-i-un-charter#rel1

2 https://www.politico.eu/article/israel-united-nations-antonio-guterres-hamas-attack-vacuum-comments/

3 https://www.aljazeera.com/news/2023/11/18/israeli-air-strikes-kill-28-palestinians-in-southern-gaza#:~:text=Since October 7, more than,to about 2.3 million people.

4 https://www.dci-palestine.org/4237_palestinian_children_killed_as_gaza_becomes_graveyard_for_children

5 https://guide-humanitarian-law.org/content/article/3/proportionality/

6 https://www.youtube.com/watch?v=9jsJYHuGPms

7 https://www.timesofisrael.com/intelligence-ministry-concept-paper-proposes-transferring-gazans-to-egypts-sinai/

8 https://edition.cnn.com/2023/11/08/world/palestinians-fleeing-south-gaza-city-unbearable-situation/index.html

9 https://www.wionews.com/world/at-least-50-killed-in-israeli-airstrikes-on-al-fakhoora-school-in-gazas-jabalia-refugee-camp-660179

Press Release: Broken Chalk Calls on the Immediate Ceasefire by Israel and the International Community Following the Latest Crisis at Al-Ahli Baptist Hospital

18th October 2023

On October 7th, Hamas launched a significant attack on Israeli territory during a festival just outside the walls surrounding the Gaza Strip. This event resulted in the tragic loss of over 250 Israeli civilians’ lives, with many others kidnapped and held captive in the enclave. In response, Israel initiated a full-scale conflict with Hamas, leading to airstrikes on Gaza and a comprehensive border siege. The conflict has had devastating consequences, with an estimated 3,000 Palestinian casualties attributed to Hamas’ initial attack, alongside the loss of over 1,300 Israeli civilian lives. It has triggered a tragic humanitarian crisis for over 2 million Palestinians in the world’s most densely populated city. 

Reflecting on the human cost, it is heartbreaking to note that over 1,000 children have died in Gaza since the start of the conflict, as estimated by the Gaza Health Ministry.  As half of Gaza’s 2.3 million population is under 18, the United Nations and the international community must redouble their efforts to encourage an immediate ceasefire and scrutinise both sides on their adherence to the rules of international law. UN Secretary-General Antonio Guterres has called for an immediate humanitarian ceasefire, stating that “Hamas attacks cannot justify the collective punishment of the Palestinian people.”

The challenges of recent ongoing discussions in progress involving the United States, the European Union, Israel, and Egypt are deeply concerning. The primary goal of these discussions is to facilitate the entry of critical humanitarian aid from Egypt to Gaza by opening the Rafah crossing; regrettably, these negotiations have faced significant obstacles, as Israel has targeted the Rafah crossing with airstrikes on four occasions since the onset of the conflict on October 7th.  Hundreds of Egyptian humanitarian trucks are stuck at the Rafah crossing, with the Egyptian government pressuring Israel and the US to hold a ceasefire so that unrestricted humanitarian aid may reach many wounded men, women, and children.

On October 17th, a massive blast rocked Al-Ahli Baptist Hospital in Gaza, where doctors and nurses were tending to injured Palestinians, including women and children, and other Palestinians still were seeking shelter. This incident became the site of the highest death toll of any single event since the start of the current conflict, claiming the lives of 500 people, as reported by the Palestinian health authorities.  Both main military actors in the conflict, Hamas and the Israeli Defense Force, claim that the other side was responsible for the incident.

As this conflict has brought about an unprecedented humanitarian crisis, with almost 2.2 million Palestinians left without access to introductory provisions such as food, water, and electricity, Broken Chalk raises its voice to call for immediate action to stop ongoing extreme human rights violations to bring stability within the region and for all humanity. We call on the Israeli government and the international community to urgently hold a ceasefire and allow humanitarian aid to pass through the Rafah border, providing for many displaced and affected Palestinians. We call on the Israeli government to strictly abide by the rules of international law concerning protecting hospitals, journalists, and civilians. We believe that it is contingent that the international community exercise more scrutiny on Israel’s government to ensure that human rights are upheld. It is urgent that Israel lift the siege on Gaza to allow for water, food, electricity and fuel to reach Palestinian hospitals.

Broken Chalk announces it to the public with due respect.

Signed by

Broken Chalk

Palestinian Students Detained at Illegal Israeli Checkpoint

Written by Nadia Annous

The school year has just started for Palestinian children, and not even a week has passed, and students have been victims of grave violations of children’s right to education.

Yesterday, Israeli Settlers detained an entire class of Palestinian children during their route to school. The children and their teachers were detained at an illegal checkpoint in Hebron.

Frequent instances of movement constraints have become a common occurrence in the West Bank. This recent incident is not the first case of students and educators facing detainment; some have even been held for over six hours resulting in arrests.

The Israeli forces have been exercising violations against human rights, the right to education and child rights. The limited accountability has made it easier for Israeli settlers to commit their apartheid against Palestinians, including demolishing schools in recent weeks.

The Bedouin town of Ramallah has lost its sole educational institution, Ras Al-teen School, which was recently razed to the ground. Israeli forces had targeted the school numerous times before its destruction on Thursday, August 17th, 2023.

The school accommodated approximately 50 students who now have lost their chance to attend school.

Palestinians already have limited access to education and educational facilities, and the Israeli forces are making it more difficult for Palestinian children to have a proper education. The West Bank has been experiencing deliberate attacks on schools to make room for new Jewish settlements that are state-approved but illegal according to International Law. Approximately 475,000 Jewish settlers are now occupying the West Bank.

The International community should condemn these violations and bring justice to Palestinian children across the West Bank. The United Nations should impose sanctions as this is a crime and a violation of International Law and treaties for which Israel should be held responsible.

References:

https://www.middleeastmonitor.com/20230822-entire-class-of-palestinian-schoolchildren-detained-at-israeli-checkpoint/
https://www.middleeastmonitor.com/20230821-after-israel-demolished-their-school-palestinian-students-study-in-the-open-air/
https://www.middleeasteye.net/news/israel-palestine-demolish-bedouin-school
https://www.refworld.org/docid/5be9430b13.html
https://www.reuters.com/world/middle-east/some-west-bank-schools-looming-displacement-disrupts-return-class-2022-09-22/

Educational Challenges in Palestine

Written by Mayeda Tayyab

Photo by Jorge Fernández Salas on Unsplash

Education is a human right that should be accessible to all individuals, regardless of their circumstances. In Palestine, the quality and accessibility of education have been significantly impacted by ongoing occupation and colonization, political instability, and economic challenges. This article will discuss the current state of education in Palestine, focusing on the quality and accessibility of education. The article will also explore the challenges that students and educators face and examine some of the initiatives that have been implemented to improve the quality and accessibility of education in Palestine.

The Palestinian territories include the West Bank and the Gaza Strip, which are geographically separated from each other. The Palestinian National Authority (PNA) is responsible for the education system in the West Bank, while Hamas controls the education system in Gaza. In the last 27 years, Palestinian educators have had to overcome severe problems due to the Israeli occupation[1] – including but not limited to frequent closures of educational institutions and the banning of textbooks and other educational materials. Education in Palestine is compulsory and free for children between the ages of six and fifteen. In 2018 UNICEF reported that across the state of Palestine, 95.4 percent of children were enrolled in formal education[2]. However, out of all the children in school in Palestine, nearly 25 percent of boys and 7 percent of girls drop out after the age of 15[3]. Furthermore, 22.5 percent of boys and 30 percent of girls with a disability, between the ages of 6 and 15 years, have never enrolled in school[4]. This is due to increasing poverty and the Israeli occupation of Palestine which has a significant impact on the accessibility and the quality of education available to children.

Quality of Education

The quality of education in Palestine has been greatly affected by the ongoing occupation, colonization, and political instability. During the first 10 years of the Israeli occupation, no new schools were built in Palestine, significantly hindering the expansion of educational facilities in the region, and resulting in the decline of the number of educators available in contrast to the increasing population[5]. Due to the lack in the number of educational facilities and thus educational staff, classrooms have become overcrowded with up to 40 to 60 students in a single classroom, making it difficult for teachers to provide individual attention and support to each student[6]. This can result in students falling behind and struggling to keep up with their peers.

According to a report by the United Nations Educational, Scientific and Cultural Organization[7], the shortage of resources and facilities is another one of the main challenges facing education in Palestine. Many schools lack basic amenities such as textbooks, computers, and laboratories, and many teachers are not properly trained and do not have access to modern teaching methods and technologies. Lack of funding and the banning of books and educational materials limit the resources available to students in school libraries[8]. Many extracurricular activities which are essential for the social and cultural development of students have been banned by Israeli authorities. Due to this lack of facilities, almost half the Palestinian children in East Jerusalem are forced to attend private or unofficial educational institutions[9].

The quality of education in Palestine is also affected by the lack of political stability and safety in the region. According to a report by Save the Children (2020)[10], the ongoing conflict and political instability have resulted in frequent school closures and disruptions to the academic calendar, leading to students missing out on valuable classroom time and falling behind in their studies. Almost half a million children in Palestine require humanitarian assistance to access quality education[11]. There are frequent closures of the Gaza Strip, and West Bank – including East Jerusalem – during times of violent attacks by Israel, restricting any physical access to daily activities and essential services such as health care, water, and education[12]. Children also regularly experience fear of violence and intimidation as they must frequently pass through checkpoints or commute by settlements to get to schools located in high-risk areas[13].

Accessibility of Education

The accessibility of education in Palestine is affected by several factors. According to a report by the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) (2021)[14], one of the main factors affecting accessibility is the physical separation between the West Bank and Gaza. This separation makes it difficult for students to move between the two regions and can result in students missing out on educational opportunities and resources that are only available in one region. Children usually must travel long distances to get to school. A parent talking about his 10-year-old son living in the Shuafat refugee camp said that his son spends four hours each day traveling to and from school for the monthly cost of £85, while his other child takes a three-hour journey to a different school[15]. As discussed earlier, the impact of the Israeli occupation on access to education is also a significant factor. According to a report by the International Committee of the Red Cross (ICRC) (2021)[16], students and teachers often face checkpoints, roadblocks, and other obstacles. In some cases, schools have been closed or destroyed during military operations, resulting in the displacement of students and teachers.

Palestinian girls at a school in Ramallah. – Photo by Samar Hazboun, UNWomen

The economic situation in Palestine also affects the accessibility of education. According to UNICEF (2018), many families struggle to afford the costs associated with education, such as transportation, school supplies, and uniforms[17]. This can result in children being unable to attend school or dropping out early. Financial difficulties are one of the primary reasons for Palestinian children dropping out of school. However, children in Palestine also face many other serious issues such as child labor (3% of the total number of children between the ages of 10-17 years were found to be taking on paid and unpaid labor work), early marriages (out of all the marriages registered in 2018, 20% were of girls under the age of 18), and imprisonment (in 2019, 889 cases of detention of children under the age of 18 in Israeli prisons were reported[18].

Furthermore, access to education is particularly challenging for girls and children with disabilities. While there has been some progress in recent years, cultural and social barriers continue to prevent many girls from attending school. According to UNICEF, the net enrollment rate for girls in primary education in Palestine is 96%, compared to 98% for boys[19]. An example of this is early marriage as highlighted above. In contrast of 20% of marriages reported in 2018 involved girls under 18, and only 1% of these marriages included boys under the age of 18. This shows the lack of importance given to the education of women and girls compared to those of boys and men, who might be experiencing societal and familial pressures to get married and start families at the prime age for receiving secondary and higher education. In addition, children with disabilities face numerous barriers to accessing education, including the lack of specialized facilities and trained teachers.

Efforts to Improve the Quality and Accessibility of Education

Efforts to improve the quality and accessibility of education in Palestine have focused on increasing access to educational resources and reducing the financial burden on families. According to a report by the Palestinian Ministry of Education and Higher Education[20], the government has implemented policies aimed at providing free education and increasing access to scholarships and financial aid. NGOs and international organizations have also provided support for the development of new schools and the renovation of existing schools, as well as providing teaching materials and training for teachers. Although there is still a long way to tackle societal and political issues that are hindering access to education for children in Palestine and threatening their safety, steps are being taken to at least find solutions to economic struggles.

 

In conclusion, the quality and accessibility of education in Palestine are significantly impacted by ongoing conflict, political instability, and economic challenges. Palestinian students and educators face numerous challenges that affect the quality of education they receive, including a shortage of resources and facilities, high student-to-teacher ratios, frequent school closures and disruptions to academic life, and the general threat to their physical safety. Although efforts are being made to tackle the economic issues and developing proper infrastructure for educational institutions, the safety threat and issues related to the ongoing colonization of Palestine will continue to persist until the achievement of permanent political stability in the region.

 

Bibliography:

 

[1] Abu-Duhou, I. (1996). Schools in Palestine under the Occupation and the Palestinian National Authority. Palestine-Israel Journal of Politics, Economics and Culture, 3(1). Available at: https://pij.org/articles/566/schools-in-palestine-under-the-occupation-and-the-palestinian-national-authority

[2] UNICEF. (2018). State of Palestine: Out-of-school children. Available at: https://www.unicef.org/mena/reports/state-palestine-out-school-children  

[3] See footnote 2.

[4] see footnote 2.

[5] See footnote 1

[6] See footnote 1

[7] UNESCO. (2020). Education in Palestine. Available from https://www.unesco.org/en/countries/ps

[8] See footnote 1

[9] Sherwood, H. (2010). Palestinian children in East Jerusalem face classroom shortage, says report. Available at: https://www.theguardian.com/world/2010/aug/24/palestinians-east-jerusalem-education.

[10] Save the Children. (2020). Danger is Our Reality: The impact of conflict and the occupation on education in the West Bank of the occupied Palestinian territory. Retrieved from: https://resourcecentre.savethechildren.net/document/danger-our-reality-impact-conflict-and-occupation-education-west-bank-occupied-palestinian/

[11] OCHA. (2017). Occupied Palestinian Territory: Humanitarian Needs Overview 2018, November 2017. Available at: https://reliefweb.int/report/occupied-palestinian-territory/occupied-palestinian-territory-humanitarian-needs-overview-2

[12] See footnote 2

[13] See footnote 2

[14] UNRWA. (2021). Annual Operational Report 2021. Retrieved from: https://www.unrwa.org/resources/about-unrwa/annual-operational-report-2021

[15] See footnote 9

[16] International Committee of the Red Cross. (2021). ICRC Annual report 2021. Available at: https://library.icrc.org/library/docs/DOC/icrc-annual-report-2021-2.pdf

[17] See footnote 2

[18] Palestinian Central Bureau of Statistics. (2020). Palestine. Available at: https://www.pcbs.gov.ps/portals/_pcbs/PressRelease/Press_En_childDay2020E.pdf

[19] See footnote 2

[20] Ministry of Education and Higher Education. (2017). Education Sector Strategic Plan 2017-2022. Available at: https://planipolis.iiep.unesco.org/sites/default/files/ressources/palestine_education_sector_strategic_plan_2017-2022.pdf