From Pollution to Education: How Environmental Degradation in Lebanon Impacts the Education System

Written by Iasmina-Măriuca Stoian

Introduction

For the past two centuries to the present day, Lebanon has been subjected to the ever ongoing global environmental disasters and degradations, which have threatened the country’s infrastructure, national health and wellbeing as well as the overall economic climate. Most of them are also a result of the conflict period, more specifically from 2006. This article looks at the effects that environmental disasters have on education (such as destroyed school buildings and even threats to the health or the lives of students and teachers) . In country suffocating in the hazardous fog of pollution whilst suffering the effects of an extreme rise of commodity prices in their market economy, citizens live in a country that where health hazard is omnipresent and inevitable creates a population of sick and diseased people who have to then spend most of their income on healthcare, rendering them unable to afford any sort of education . It has become evident that there is an urgent need for the implementation of sustainable practices and policies in Lebanon, if the country hopes to improve its social welfare and economy. It is the responsibility of the Lebanese government to take the appropriate actions that will answer all needs of the Lebanese community. The pivotal question arises about whether our environment is being managed sustainably or if environmental concerns, along with the education sector, continue to be deprioritized. In order to have a sustainable future, both should be among the top priorities.

Current situation

Lebanon is facing severe environmental degradation due to systemic corruption, lack of effective regulation, unsustainable practices in agriculture and industry, but also from conflicts. From July 2006, the Post-Conflict Branch of the UN Environment Program started to monitor environmental issues associated with the conflict in Lebanon, by tracking potential environmental impacts on both sides of the border, in Lebanon and Israel. The assessment, conducted by the UN Environment and local partners, investigated issues related to solid and hazardous waste, industrial contamination, coastal and marine pollution, water resources, asbestos, and weapons used. The report found no evidence of depleted uranium or radioactive materials, but concerns remain about cluster bombs. In addition, the country heavily depends on generators for power consumption, and water and land have been polluted severely through human activities (deforestation). There is a large amount of disposal too. This has led to health problems, loss of biodiversity and increased exposure to natural disasters. Global cooperation and assistance, as well as the application of environmental legislation are indeed indispensable in helping Lebanon address its most pressing environmental challenges towards a healthier future.

Limited Access to Clean Water and Sanitation

According to the statistics made by USAID, Lebanon faces a significant water deficit, with only 48% of the population having access to safely managed water and 20% having access to safely managed sanitation. In schools, this lack of clean water and sanitation directly affects students who may not have access to safe drinking water or suitable sanitary facilities. These health risks, especially when specific ones recur time and again within a child’s life stream, can culminate in physical symptoms that keep sick children out of school. Schools also face challenges of providing their students and staff a safe environment as they lack access to water/sanitation with good quality infrastructure. USAID, among other organizations, along with local communities in Lebanon (plus other donors), are taking steps to provide populations access to safe drinking water and sanitation sources which would positively impact the students of tomorrow.

2020 Beirut explosion

On the 4th of August 2020, in the Port of Beirut, an explosion killed more than 200 people, injured more than 500 people, and affected approximately 280 educational institutions. What started as a simple warehouse fire of 2,750 tons of improperly stored ammonium nitrate, later caused significant environmental damage, including air and water pollution due to the release of hazardous chemicals. Beirut, previously a cultural hub with famous universities, was heavily affected by the blast, worsening its pre-existing financial struggles and threatening faculty with job loss. Thus, the Beirut explosion remains a symbol of Lebanon’s deep-seated political corruption, negligence, and the broader issues existing in the country, also recognized as one of the largest non-nuclear explosions in history.

Impact on health for students and teachers

The environmental disaster in Lebanon has significant health impacts on both students and teachers. The Beirut explosion released toxic chemicals into the air, leading to respiratory problems in nearby schools. Additionally, the country’s inadequate waste management has resulted in polluted water supplies, causing gastrointestinal illnesses among children. Schools located near landfills or industrial areas are particularly at risk, exposing students and teachers to harmful pollutants daily. These environmental challenges exacerbate existing health issues, leading to higher dropout rates and lower educational outcomes.

Existing initiatives and responses

In response to the current situation in Lebanon, several projects and initiatives have been launched and are still in the process of implementation, in order to address these challenges. Multiple international organisations, some of them being USAID or the United Nations. USAID’s project named Lebanon Water Project (LWP) finished in 2020 and aimed to improve access to safe drinking water, and to develop wastewater management. Other projects are also notable, for instance, the UNDP’s reforestation initiative aims to restore 10,000 hectares of forestland by planting 10 million trees, while UNICEF’s WASH programs have provided clean water and sanitation to over 200,000 people.

Conclusion

In summary, severe environmental degradation in the face of systemic corruption, conflict, and poor regulation has left deep impacts on both the infrastructure and health of the country, notably education. The explosion at Beirut and unrelenting problems with water scarcity and pollution raise awareness and underscore the acute need for effective environmental management and sustainable practices. Whereas most of the giant strides have been traversed by international organizations—the USAID, United Nations, or any other organization—through focused projects related to reforestation, water management, and sanitation, these must be scaled and folded into broader systemic reforms. Intervention in environmental crises in Lebanon is not only significant for natural and urban landscapes but also a healthy and fair educational environment. This shall ensure that in the securing of a sustainable future, the environmental and educational priorities of Lebanon align and are robustly attended to by comprehensive and long-term strategies and international cooperation.

References

    Cover Image by Tripoli, Lebanon on 1/31/2021 © Zwein Florient / Shutterstock

     

    Safe Schools Declaration and Guidelines on Military Use

    Written by Gianna Chen

    The endorsement of Safe Schools Declarations and Guidelines on Military Use is an international collaboration effort to protect education from attack. It consists of proposals and actions to prevent schools and universities from armed conflict. More importantly, the Declaration aims to reduce the use of schools and universities by parties of armed conflict and attempts to minimise the negative impact caused to student’s safety and access to education. According to the International Covenant on Economic, Social and Cultural Rights, every individual has the right to educationi. However, the lack of explicit standards or norms to protect educational institutions from using military effort is a challenge to the right to education. Further, it allows fighting forces to exploit the use of schools and universities to support military efforts. Examples of military use of education facilities such as fighting positions, overnight shelters, strategic positioning and operating bases should be prevented and limited if there are no other alternatives. Subsequently, it led to the destabilisation of education opportunities, emphasising the psychosocial distress and a range of health issues that could affect students, teachers and communities.

    Photo by Ahmed akacha on Pexels.

    Developed between 2012 and 2014 and published in 2015 in Oslo, the Safe School Declaration has been endorsed by 118 states. It is an inter-governmental political commitment to protect students, teachers, schools and universities from attack during armed conflict. The guidelines for protecting schools include the followingii: 

    • “… Use the Guidelines and bring them into domestic policy and operational frameworks as far as possible and appropriate;
    • Make every effort at a national level to collect reliable, relevant data on attacks on educational facilities, on the victims of attacks, and military use of schools and universities during armed conflict, including through existing monitoring and reporting mechanisms, to facilitate such data collection and to provide assistance to victims, in a non-discriminatory manner;
    • Seek to ensure the continuation of education during armed conflict, support the re-establishment of educational facilities and, where in a position to do so, provide and facilitate international cooperation and assistance to programmes working to prevent or respond to an attack on education, including for the implementation of this Declaration…”

    By addressing the importance of education and the right to education, the guidelines intended to achieve a durable peace and hope to inspire responsible practices among those involved in the planning and executing military operations. On top of that, the Declaration serves as a framework for states to cooperate and meet on a regular basis to assess the implementation and application of the guidelines.

    In addition to the Declaration, the military use of education facilities under extreme circumstances such as war and international or national violence should be avoided to the greatest extent following the guidelines listed belowiii: 

    1. Functioning schools and universities should not be used by fighting forces of parties to armed conflict in any way.
    2. Schools and universities that have been abandoned should not be used by fighting forces of parties to armed conflict for any purpose in support of their military effort. 
    3. Schools and universities must never be destroyed as a measure intended to deprive the opposing parties of the armed conflict.
    4. Prior to any attack on a school that has become a military objective, parties to armed conflict should consider all feasible alternative measures before attacking them. 
    5. The fighting forces of parties to armed conflict should not be employed to provide security for schools and universities. 
    6. All parties to armed conflict should incorporate these guidelines into their doctrine, military manuals, rules of engagement, operational order, and other means of dissemination. 

    The above-summarised guidelines contain the fundamental humanitarian standard for states to follow during armed conflict. It is essential to refrain from actions that interfere with children’s access to education and reinstate the role of education in durable development and promoting understanding, tolerance and friendship among all nations. The impact of conflict, violence and military disruption on educational institutions not only increases the risk of students and teachers being exposed to a range of abuse but also threatens the very right to life, the right to education and the right to be in their home and communities. The Safe Schools Declaration marks the baseline for protecting education institutions to be used for military purposes. It urges states committed to the Declaration to incorporate the guidelines into their domestic policies and defend the fundamental human rights to which every individual is entitled.

    References

    GCPEA. Safe schools declaration and guidelines on military use. Global Coalition to Protect Education from Attack, 2022.

    GCPEA. Guidelines for protecting schools and universities from military use during armed conflict. Global Coalition to Protect Education from Attack, 2022.

    GCPEA. COMMENTARY ON THE “Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict”. Global Coalition to Protect Education from Attack, 2015.

    Human Rights Watch. Protecting Schools from Military Use Law, Policy, and Military Doctrine. Human Rights Watch, May 2019.

    i GCPEA. COMMENTARY ON THE “Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict”. Global Coalition to Protect Education from Attack, 2015.

    ii GCPEA. Guidelines for protecting schools and universities from military use during armed conflict. Global Coalition to Protect Education from Attack, 2022.

    iii GCPEA. COMMENTARY ON THE “Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict”. Global Coalition to Protect Education from Attack, 2015.