GAZA SCHOOLCHILDREN LACK BASIC EQUIPMENT

GAZA CITY, 9 September 2009 (IRIN) – Some 1,200 students at al-Karmel High School for boys in Gaza City returned to class on 25 August without history and English textbooks, or notebooks and pens – all unavailable on the local market.

Severe damage to the school – caused during the 23-day Israeli offensive on the Gaza Strip which ended on 18 January – has yet to be repaired. Al-Karmel’s principal, Majed Yasin, has had to cover scores of broken windows with plastic sheeting.

“The entire west side of the school was damaged adjacent to Abbas police station which was targeted on 27 December,” said Yasin. “We have yet to repair the US$65,000-worth of damage, since glass and other building materials are still unavailable.”

Educational institutions across Gaza are still reeling from the effects of the Israeli offensive, compounded by the more than two-year Israeli blockade (tightened after Hamas seized power in June 2007), according to the UN Office for the Coordination of Humanitarian Affairs (OCHA).

At least 280 schools out of 641 in Gaza were damaged and 18 destroyed during the military operation. None have been rebuilt or repaired to date due to continued restrictions on the entry of construction materials, OCHA reported.

At the start of the new school year, all 387 government-run primary and secondary schools serving 240,000 students – and 33 private sector schools serving 17,000 students – lack essential education materials, according to the education ministry in Gaza.

Half of all students lack at least one textbook for their coursework this term, the ministry said.

“The war had, and continues to have, a severely negative impact on the entire education system,” Yousef Ibrahim, deputy education minister in Gaza, said. “About 15,000 students from government schools have been transferred to other schools for second shifts, significantly shortening class time.”

He said the damaged schools lacked toilets and water and electricity networks; their classrooms were overcrowded, and they also suffered from shortages of basic items such as desks, doors, chairs and ink for printing.

UNRWA schools affected

More than 80 percent of government-run schools and those run by the UN agency for Palestinian refugees (UNRWA) now have a second shift, according to Ibrahim.

The 221 primary and secondary schools run by UNRWA (in addition to government and privately run schools) are also struggling to accommodate 200,000 students this school year.

“We have only provided the minimum amount of stationery and textbooks to our students, since it is very difficult to bring in these materials and they are unavailable on the local market,” said UNRWA spokesperson Milina Shahin in Gaza.

UNRWA schools are also missing items such as lab equipment, calculators, desks, tables, chairs, and even crayons, said Shahin.

UNRWA planned to build 100 new schools this year, but has had to give up the idea due to a lack of building materials. Thirty-five UNRWA schools are still without windows as a result of the offensive, due to a lack of glass, Shahin said.

“There is no generator at al-Karmel High. The lack of electricity, often all day, is a real challenge for our teachers,” said al-Karmel principal Yasin.

Truckloads of stationery await clearance

Since the beginning of 2009, Israel has allowed 174 truckloads of educational materials to enter Gaza. Of these, only two were carrying stationery, in July and August, OCHA said.

According to the Palestine Trade Centre (PalTrade) and local suppliers, there are nearly 120 truckloads of stationery awaiting clearance to enter.

Ghazi Hamad, head of borders and crossings under the Hamas-led government in Gaza, said some educational materials, such as notebooks and clothing, had entered Gaza via underground tunnels from Egypt, but this was only a token amount.

Teaching has also been affected by the Fatah-Hamas rift: Of the 11,000 teachers in Gaza, 7,000 are employed by the Palestinian Authority in Ramallah (West Bank). Half of these did not return to teach this school year, according to deputy education minister Ibrahim.

“We had to replace them with less qualified teachers, while they chose to stay at home,” he said.

[This report does not necessarily reflect the views of the United Nations]

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