arabic.euronews.com
Gaza's Education System Devastated by Conflict: Thousands of Students Displaced
The Israeli-Palestinian conflict severely damaged Gaza's education system, destroying or displacing 95% of its 564 schools, impacting nearly 785,000 students; however, efforts are underway to rehabilitate schools and resume education for thousands despite significant challenges and obstacles for displaced families.
- What immediate impact did the Israeli-Palestinian conflict have on the education of students in Gaza?
- Following the Israeli-Palestinian conflict, hundreds of thousands of students in Gaza lost a full academic year due to school destruction and use as shelters. Dozens of schools have been rehabilitated after a January ceasefire, enabling thousands to resume their education, though challenges remain.
- How has the damage to Gaza's schools affected displaced families' ability to resume their children's education?
- Over 95% of Gaza's 564 schools were damaged, with 88% needing complete reconstruction according to UNICEF, affecting nearly 785,000 students. The conflict's impact extends beyond physical damage, hindering the future of an entire generation and exacerbating existing infrastructure deficiencies.
- What are the long-term implications of the widespread school damage in Gaza for the future of its younger generation?
- The conflict's devastating impact on Gaza's education system highlights the long-term consequences of war. The challenges of rebuilding schools, coupled with the lack of basic infrastructure such as internet and electricity, especially for displaced families, threaten to create a lost generation. The ability to overcome these obstacles will significantly impact the future of Gaza.
Cognitive Concepts
Framing Bias
The article frames the narrative around the devastation and challenges faced by Gazan students and families. While this is undoubtedly significant, it could benefit from a more balanced approach, potentially including information on rebuilding efforts and international aid. The headline (if there was one) likely emphasizes the negative aspects of the situation.
Language Bias
The language used is largely neutral, describing the situation objectively. However, words like "damning" in "damning war" could be considered slightly loaded. More neutral alternatives could be used.
Bias by Omission
The article focuses heavily on the challenges faced by students and families in Gaza due to the war's impact on education, but it omits discussion of the Israeli perspective on the matter and any potential efforts made by the Israeli government to aid in the reconstruction of schools or support for education in Gaza. The lack of this perspective limits the scope of understanding.
False Dichotomy
The article doesn't present a false dichotomy, but it implicitly frames the situation as a solely negative consequence of the war, neglecting to mention any positive developments or resilience shown by the community in overcoming challenges.
Gender Bias
The article features female voices (Samia Barbakh and Nasma Zaroub), which is positive. However, it needs to ensure their experiences are not solely framed through the lens of motherhood and domestic responsibilities. There is no overt gender bias but could be improved.
Sustainable Development Goals
The article highlights the devastating impact of the war on Gaza