̽��ֱ�� of Cambridge - Yusuf Sayed

War in Lebanon has turned a decade of education crisis into a catastrophe - report

tdk25 — Thu, 05 Dec 2024 10:21:01 +0000

̽��ֱ��recent conflict in Lebanon has deepened a national education crisis in which children have already lost up to 60% of school time over the past 6 years, new research warns.

̽��ֱ��report, by the Centre for Lebanese Studies and the ̽��ֱ�� of Cambridge’s REAL Centre, is the first to assess the state of education since Israel began its ground offensive in Lebanon in October. Using surveys and interviews with parents and teachers, it provides a snapshot of the situation a few weeks before the new ceasefire between Israel and Hezbollah.

̽��ֱ��study stresses that even if that ceasefire holds, a co-ordinated, forward-thinking response is essential to prevent further learning losses in an already fragile education system.

Before the recent conflict, Lebanese schools had endured over a decade of compounded crises, including an influx of Palestinian and Syrian refugees, a major financial crisis, the 2020 Beirut explosion, and the COVID-19 pandemic. Since 2018, the authors calculate, students have missed more than 760 teaching days due to strikes, disruption and closures.

̽��ֱ��report shows that the effects of the latest violence have been uneven, depending on where families and teachers are based and their immediate circumstances. Refugee children and students with disabilities have been disproportionately affected and are among those who face the greatest risk of missing out further, even as the education system struggles to recover.

Dr Maha Shuayb, Director of the Centre for Lebanese Studies and a researcher at the ̽��ֱ�� of Cambridge’s Faculty of Education: “ ̽��ֱ��war has deepened learning losses that were already near-catastrophic. Whatever happens next, flexible, inclusive, multi-agency strategies are urgently needed to ensure education reaches those who need it most.”

“Without thorough response planning, existing inequalities will become more entrenched, leaving entire sections of the younger generation behind.”

̽��ֱ��report is the second in a series examining the impact of war on education in the Middle East. ̽��ֱ��previous report, on Gaza, warned that conflict there could set children’s education back by several years.

REAL Centre Director Professor Pauline Rose said: “In Lebanon and Gaza, it is not only clear that violence, displacement and trauma are causing devastating learning losses; we also need a much more co-ordinated response. Education should not be an afterthought in times of crisis; it is vital to future stability.”

More than 1.3 million civilians have been displaced in Lebanon since Israel escalated its military operations. ̽��ֱ��new study was undertaken at the end of October, and involved a survey with 1,151 parents and teachers, supplemented with focus groups and interviews.

̽��ֱ��authors calculate that by November, over 1 million students and 45,000 teachers had been directly affected by the conflict. About 40% of public (state-run) schools had been converted into shelters. A further 30% were in war zones, severely limiting space for schooling.

Lebanon’s Ministry of Education and Higher Education (MEHE) attempted to reopen public schools on 4 November, but the study shows that for many people, violence, displacement and inadequate infrastructure impeded the resumption. Researchers found that 303 public schools were running in-person learning and 297 functioning online, but in conflict-hit regions like Baalbek-Hermel, the South, and Nabatiyyeh, barely any were physically open.

Many of the survey participants were living in shelters or overcrowded shared accommodation, where online learning – often the only option available – was difficult. Financial pressures, exacerbated by the war, have further disrupted education. 77% of parents and 66% of teachers said the conflict had reduced their incomes amid rising living costs.

While all teachers and parents wanted education to resume, the study therefore found that they were not universally prepared. Only 19% of teachers in areas heavily affected by the fighting, for example, considered restarting education a ‘high priority’. They also tended to prefer online learning, often for safety reasons, while those in less disrupted regions felt better prepared to resume education in-person.

Both parents and teachers highlighted the resource shortages hindering learning. Many lacked reliable internet, digital devices or even electricity. For example, only 62% of teachers and 49% of parents said they had an internet connection.

̽��ֱ��report also highlights the extremely difficult experiences of Palestinian and Syrian refugee children and those with disabilities: groups that were disproportionately affected by systemic inequalities before the conflict began.

̽��ֱ��authors estimate that as many as 5,000 children with disabilities could be out of school, with some parents reluctant to send children back due to a lack of inclusive provision. Refugee families, meanwhile, are among those who most urgently need food, shelter and financial help. Despite this, Syrian parents were statistically more likely to consider education a high priority. This may reflect concerns that they have been overlooked in MEHE’s plans.

Some families and teachers suggested the government’s November restart was proving chimerical. “ ̽��ֱ��authorities claim that the school year has been launched successfully, but this isn’t reflective of reality,” one teacher said. “It feels more like a drive for revenue than a genuine commitment.”

MEHE’s attempts at a uniform strategy, the researchers stress, will not help everyone. “ ̽��ֱ��focus has largely been on resuming schooling, with little attention paid to quality of learning," they write, adding that there is a need for a far more inclusive response plan, involving tailored strategies which reflect the different experiences of communities on the ground.

̽��ֱ��report adds that this will require much closer collaboration between government agencies, NGOs, universities, and disability-focused organisations to address many of the problems raised by the analysis, such as financial instability, a lack of online learning infrastructure, and insufficient digital teaching capacity.

Even if the ceasefire holds, challenges remain. Many displaced families may not return home for weeks, while schools may still be used as shelters or require repairs. Temporary learning spaces, targeted infrastructure restoration, and trauma-informed approaches to helping children who need psychosocial learning recovery, will all be required.

Yusuf Sayed, Professor of Education, ̽��ֱ�� of Cambridge said: “Everyone hopes that Lebanon will return to normality, but we have grave reservations about the quality, consistency and accessibility of education in the medium term. Addressing that requires better data collection and monitoring, a flexible plan and multi-agency support. Our working assumption should be that for more than a million children, this crisis is far from over.”

Israel-Hezbollah conflict has deepened an education crisis in which children have lost up to 60% of schooling in 6 years, study shows.

Russell Watkins/Department for International Development

Syrian refugee children in a Lebanese school classroom

̽��ֱ��text in this work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Images, including our videos, are Copyright © ̽��ֱ�� of Cambridge and licensors/contributors as identified. All rights reserved. We make our image and video content available in a number of ways – on our main website under its Terms and conditions, and on a range of channels including social media that permit your use and sharing of our content under their respective Terms.

Yes

Licence type:

Attribution-ShareAlike

Palestinian education ‘under attack’, leaving a generation close to losing hope, study warns

fpjl2 — Wed, 25 Sep 2024 07:36:49 +0000

̽��ֱ��ongoing war in Gaza will set children and young people’s education back by up to 5 years and risks creating a lost generation of permanently traumatised Palestinian youth, a new study warns.

̽��ֱ��report, by a team of academics working in partnership with the United Nations Relief and Works Agency for Palestinian Refugees in the Near East (UNRWA), is the first to comprehensively quantify the war’s toll on learning since it began in October 2023. It also details the devastating impact on children, young people and teachers, supported by new accounts from frontline staff and aid workers.

̽��ֱ��study was a joint undertaking involving researchers at the Faculty of Education, ̽��ֱ�� of Cambridge and the Centre for Lebanese Studies, in partnership with UNRWA. It shows that Gaza’s children have already lost 14 months of education since 2019 due to COVID-19, earlier Israeli military operations, and the current war.

On this basis and using information such as global post-COVID-19 education recovery data, the researchers model several potential futures for Gaza’s younger generation, depending on when the war ends and how quickly the education system is restored.

̽��ֱ��most optimistic prediction – assuming an immediate ceasefire and rapid international effort to rebuild the education system – is that students will lose 2 years of learning. If the fighting continues until 2026, the losses could stretch to 5 years. This does not account for the additional effects of trauma, hunger and forced displacement, all of which are deepening Gaza’s education crisis.

Without urgent, large-scale international support for education, the researchers suggest that there is a significant threat not just to students’ learning, but their overall faith in the future and in concepts such as human rights. Despite this, the study shows that education has been deprioritised in international aid efforts, in favour of other areas. “Education, simply put, is not seen as lifesaving,” the report warns.

Professor Pauline Rose, Director of the Research for Equitable Access and Learning (REAL) Centre, ̽��ֱ�� of Cambridge, said: “Palestinian education is under attack in Gaza. Israeli military operations have had a significant effect on learning.”

“As well as planning for how we rebuild Gaza’s shattered education system, there is an urgent need to get educational support for children now. Education is a right for all young people. We have a collective responsibility to protect it.”

According to the United Nations Office for the Coordination of Humanitarian Affairs, more than 10,600 children and 400 teachers had been killed in Israeli military operations by August 2024, and more than 15,300 students and 2,400 teachers injured. Hundreds of thousands of young people have been displaced and are living in shelters.

Satellite images analysed by the Occupied Palestinian Territory Education Cluster have verified that over 90 per cent of schools have been damaged, many beyond repair. Since August, UNRWA has provided education in the shelters, reaching about 8,000 children, but the study warns that much more is needed to mitigate lost learning, which was already considerable following COVID-19.

̽��ֱ��researchers calculate that 14 months of lost schooling so far have increased ‘learning poverty’ – the proportion of children unable to read a basic text by age 10 – by at least 20 percentage points. ̽��ֱ��accurate figure may be even higher, as the calculation does not account for the wider impacts of the war on children and teachers.

̽��ֱ��study draws together information from different sources and includes a comprehensive involvement of the Education Cluster and Cluster partners sharing their inputs, challenges and progress to enrich the report. ̽��ֱ��report provides a comprehensive overview of those broader effects. It highlights the devastating psychological consequences for Palestinian children who were already living ‘in constant fear and lack of hope’ after 17 years of blockade, according to a 2022 report by Save ̽��ֱ��Children.

Professor Maha Shuayb, Director of the Centre for Lebanese Studies, said: “Young people’s prospects in Gaza are being extinguished and our findings show that with it they are losing hope. Education is central to stabilising that spiral of decline. If it is simply erased, the consequences will be far-reaching.”

Save ̽��ֱ��Children has estimated that more than 10 children per day have lost limbs since the war began. ̽��ֱ��report warns of rising numbers of less visible disabilities, which will put further strain on an education system ill-equipped to support children with special needs.

̽��ֱ��study suggests that continuous shock and suffering are now shaping children’s outlook and world views. Interviewees reported some children questioning values such as equality, human rights and tolerance when these are taught in the shelters. “This is a full generation of trauma,” one humanitarian aid official said; “it will take a generation to overcome it.”

̽��ֱ��report highlights the immense suffering teachers and counsellors have endured physically and mentally. ̽��ֱ��killings, displacement and daily realities of life during war have taken a tremendous toll on their ability to engage meaningfully in education and will, it says, adversely affect reconstruction efforts.

Professor Yusuf Sayed, from the ̽��ֱ�� of Cambridge, said: “It is important to recognise teachers and counsellors have, like the rest of the population, suffered immensely. There is evidence of extraordinary commitment from educators striving to maintain learning, but inevitably the deprivation, killings and hardship are affecting their ability to do so.”

Despite a flash appeal from the United Nations Office for the Coordination of Humanitarian Affairs (OCHA), the analysis shows that just 3.5 per cent of aid for Gaza has been invested in education. Major donors like the US and Germany have neglected education in their aid packages, and blockades continue to hinder the delivery of resources on the ground.

Without more funding and access to learning, structured play and other forms of support, the report warns, the long-term repercussions for Gaza’s next generation will only worsen.

It calls for immediate steps focusing on the resumption of education, which include providing counselling, safe learning spaces, and support for students and educators with disabilities. It also calls for an immediate and permanent ceasefire and an end to occupation, in line with the International Court of Justice advisory opinion and UN recently-adopted resolution, as only then can Gaza’s education system be rebuilt. This will require a focus on recruiting more teachers and counsellors to cope with the scale of learning loss and trauma suffered by children and young people.

“Education is the only asset the Palestinian people have not been dispossessed of. They have proudly invested in the education of their children in the hope for a better future. Today, more than 625,000 deeply traumatised school-aged children are living in the rubble in Gaza. Bringing them back to learning should be our collective priority. Failing to do that will not only lead to a lost generation but also sow the seeds for more extremism, hatred and violence”, said Philippe Lazzarini, UNRWA Commissioner General.

̽��ֱ��study also stresses that Palestinians themselves must lead the education recovery. “A ceasefire is the key for the success of any human development activity in Gaza, including education,” the authors write. “Children have seen that the international community will sit idly by as they are killed. This has left them with questions about values that schools and learning aim to instil around humanitarian principles that teachers will have to navigate.”

̽��ֱ��full report, Palestinian Education Under Attack in Gaza: Restoration, Recovery, Rights and Responsibilities in and through Education, is now available online.

Ongoing war in Gaza will set children and young people’s education back by up to 5 years, report suggests.

UNRWA

Boy sitting in the rubble of a destroyed UNRWA school in Nuseirat, Middle Areas, Gaza 2024

Yes