Gaza’s 800-year-old school reopens, reviving hope for children’s education

Key Concepts

• Scholasticide: The deliberate, systemic, and systematic destruction of an education system.
• Resilience: The ability to withstand or recover quickly from difficult conditions.
• Educational Gap: The disparity in educational opportunities and outcomes between different groups or regions.
• Psychosocial Trauma Counseling: Mental health support to help individuals cope with traumatic experiences.
• UNRWA (United Nations Relief and Works Agency for Palestine Refugees in the Near East): An agency that provides services, including education, to Palestinian refugees.
• Diaspora: People who have been scattered from their homeland.

The Rebirth of a Historic School in Gaza

This report highlights the remarkable resilience of an ancient stone building in Gaza City, which has transformed from an abandoned structure into the sole functioning school in the area, serving as a vital symbol of hope amidst widespread destruction.

Historical Significance and Current State

• Founding and Legacy: The school was established in 1237 by King Kamil al-Aayubi II and named after King Kamill al-Otmani. It served as a center of learning and hope for approximately 800 years, with its last graduating class in 1949.
• Impact of Conflict: The Israeli war on Gaza has severely damaged or destroyed most educational infrastructure. This historic school, despite being neglected for seven decades, has been repurposed and is now the only operational school in its vicinity.
• Overcrowding and Scarcity: The school is now overcrowded, with students learning with minimal resources like chalk and notebooks. It has become a lifeline for hundreds of Palestinian students who have missed significant periods of education due to the ongoing conflict and prior events like the pandemic.

The Struggle for Education

• Lost Learning: Two years of war have exacerbated Gaza's educational gap, leading to children missing entire school years and facing an uncertain future.
• Parental Desperation: Parents like Nahil are desperately seeking education for their children. Nahil was turned away from the school due to its limited capacity, emphasizing the scarcity of educational spaces. She expressed her deep concern about her son, who is in primary school but not at grade level due to displacement and the pandemic.
• Resilience in Adversity: Despite the imperfect conditions – an old building lacking electricity and proper supplies – the school represents a testament to the enduring will to learn. It demonstrates that "even in ruins, life must continue," embodying a lesson in resilience for Gaza's youth.

The Broader Educational Crisis in Gaza

• Pre-War Illiteracy and Post-War Displacement: Before the war, Gaza already had one of the highest illiteracy rates globally. Currently, over 660,000 children have been out of school for a third consecutive year, with most classes halted since October 7, 2023.
• Infrastructure Devastation: Prior to the war, Gaza had over 800 schools. Today, these buildings are either severely damaged or completely destroyed. Many classrooms have been converted into temporary shelters for displaced families.
• Mental Health Impact: The majority of children have experienced trauma and loss. The UN estimates that over half a million children require mental health support.
• Reconstruction Costs: The World Bank estimates that over $870 million is needed to rebuild Gaza's schools and universities.

Expert Perspectives on the Crisis

• "Scholasticide" and Systemic Destruction: Farida Shahed, the UN Special Reporter on the Right to Adequate Education, describes the situation in Gaza as "scholasticide" – a complete, deliberate, systemic, and systematic destruction of the education system, representing an "intergenerational war."
• Lack of Safety and Trauma: Shahed highlights the continuous breach of ceasefires and attacks, creating an unsafe environment. Her estimates suggest a million children require psychosocial trauma counseling, in addition to teachers who also need support to continue educating.
• Urgent Need for Support: She emphasizes the critical need for trauma counseling for children and educators, even before the long process of rebuilding damaged schools and universities can begin. More than 90% of schools and all universities have been attacked.
• Rebuilding Hope and Community: The immediate goal is to bring children together to foster a sense of hope and community.

Pathways to Rebuilding Education

• Reinstating UNRWA: A key step proposed is for Israel to allow UNRWA to be reinstated, as it previously provided education for approximately 50% of Gaza's children.
• International and Diaspora Involvement: The UN and the international community are urged to recognize the essential nature of education. Countries that expressed interest in post-hostilities planning are called upon to mobilize resources. The Palestinian diaspora, described as one of the most educated populations globally, has enormous potential to provide guidance.
• Listening to Local Voices: It is crucial to listen to the needs and perspectives of children and educators in Palestine. This includes opening access for discussions and allowing journalists to report on the ground, as accurate information is vital for planning.
• Immediate Small-Scale Interventions: Before a full rebuild, small steps can be taken to re-establish routine and a sense of normalcy. This includes bringing children together in community settings, even outdoors, to foster a sense of collective being.
• Holistic Support: For older children, ensuring access to basic necessities like water and food for their families is paramount. The report cites a 15-year-old girl who felt she had aged decades due to the burden of caring for her parents, highlighting the need for comprehensive family support.
• Immediate Action for Younger Children: There is no reason why younger children should not be brought together immediately to resume some form of education.

Conclusion

The historic school in Gaza, reborn from abandonment, stands as a powerful symbol of resilience and the unwavering human spirit in the face of immense destruction. While the scale of the educational crisis is dire, with widespread infrastructure damage and profound psychological impact on children, there are calls for immediate action, international support, and a focus on rebuilding not just buildings, but hope and community. The report underscores that education in Gaza is not merely about learning; it is about survival.