‘We want to get our lives back,’ Gaza children declare – UN News

Report on the Restoration of Educational Services in Gaza in Alignment with Sustainable Development Goals

Introduction: Advancing SDG 4 in a Post-Conflict Environment

Following a recent ceasefire, the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) has initiated efforts to restore educational services in Gaza. This initiative is a critical step towards achieving Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education for all. The resumption of schooling provides a semblance of normalcy and addresses the fundamental right to education for children affected by conflict, as articulated by student Sham Al-Abd: “What we need now are notebooks, books, and pens. We want to get our lives back.”

UNRWA’s “Return to Learning” Programme: A Strategy for SDG 4 Implementation

UNRWA’s strategy to re-establish education focuses on a multi-faceted approach to meet the immediate needs of students while building a foundation for long-term educational recovery, directly supporting the targets of SDG 4.

• Programme Expansion: UNRWA Commissioner-General, Philippe Lazzarini, has announced the expansion of the “Return to Learning” programme.
• Hybrid Educational Model: The initiative incorporates both in-person and online educational modalities to maximize reach and accessibility.
• Statistical Overview: The programme’s impact is significant, demonstrating a commitment to leaving no one behind.
  1. Over 62,000 students have been engaged in temporary learning activities since August 1, 2024.
  2. Approximately 300,000 students are being reached through distance learning services.
  3. A network of 8,000 teachers is facilitating the delivery of these educational services.

Challenges and Resilience in Educational Reinstatement

The path to fully realizing SDG 4 is met with considerable challenges. Many educational facilities, such as the Deir al-Balah Joint Elementary School, were previously utilized as shelters for displaced families and show signs of this transition. Despite infrastructural limitations, the determination of students underscores the urgency of these efforts.

• Infrastructural Deficiencies: Classrooms often lack sufficient furniture, with some students learning on floors covered with tarpaulins. Tents for displaced persons remain in schoolyards.
• Curriculum Limitations: The current academic focus is on core subjects such as Arabic, English, and mathematics, as noted by student Asil Al-Loh.
• Student Determination: Despite the destruction and challenging conditions, students like Shahd al-Bahisi express a strong desire to resume their studies, highlighting the intrinsic value placed on education.

Education as a Catalyst for Broader Sustainable Development

The restoration of education in Gaza extends beyond SDG 4, acting as a crucial enabler for other Sustainable Development Goals. UNRWA spokesperson Inas Hamdam emphasized that all children “deserve a chance at life, dignity and education.”

• SDG 3 (Good Health and Well-being): Returning to a school routine provides psychosocial support and stability for children who have experienced the trauma of conflict.
• SDG 16 (Peace, Justice and Strong Institutions): Re-establishing schools is a fundamental component of rebuilding societal institutions and promoting a peaceful and just society for future generations.
• SDG 1 (No Poverty) and SDG 11 (Sustainable Cities and Communities): Access to quality education is a primary mechanism for breaking the cycle of poverty and is essential for rebuilding resilient and sustainable communities.

Analysis of Sustainable Development Goals

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  This is the most central SDG in the article. The entire text focuses on the efforts to restore education for Palestinian children in Gaza. It highlights the children’s desire to learn (“We want to learn and play, and study all subjects”) and the work of UNRWA to provide “in-person and online education” through its “Return to Learning” programme.

• SDG 16: Peace, Justice and Strong Institutions

  The article is set in a post-conflict context (“Following the ceasefire in Gaza,” “seeking shelter from the bombs,” “suffered the ravages of war”). The effort to restore normalcy, particularly for children, by re-establishing schools is a fundamental step towards peace and stability. It addresses the need to protect children from the effects of violence and rebuild institutions like schools.

• SDG 17: Partnerships for the Goals

  The role of the UN Palestine refugee agency (UNRWA) is prominent throughout the article. UNRWA is presented as the key organization working to restore education by running schools, launching learning programmes, and employing teachers. This exemplifies a global partnership working to achieve sustainable development in a crisis-affected region.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education.

  The article directly relates to this target by focusing on elementary school children like Sham Al-Abd and Asil Al-Loh returning to their studies. UNRWA’s effort to provide “temporary learning services” and distance learning aims to ensure that these children can continue their primary education despite the challenging circumstances.

• Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

  This target is highlighted by the description of the school’s condition. The article notes “old furniture,” classrooms “without enough chairs,” and “tents still occupy the schoolyard.” This points to the urgent need to upgrade the facilities to create a safe and effective learning environment, moving them from temporary shelters back to proper schools.

• Target 16.2: End abuse, exploitation, trafficking and all forms of violence against and torture of children.

  The context of children having “suffered the ravages of war” and seeking “shelter from the bombs” connects to this target. Re-establishing schools provides a safe space and a sense of normalcy, which are crucial protective measures for children affected by armed conflict and violence.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator for Target 4.1 (Participation Rate): The article provides specific numbers that can be used as indicators of progress. It states that “more than 62,000 students have benefited from temporary learning services” and that distance learning is being provided to “approximately 300,000 students.” These figures directly measure the participation rate in primary education programmes.
• Indicator for Target 4.a (School Infrastructure): The article provides a qualitative indicator of the state of school facilities. Descriptions such as “students sitting on the floor,” “classrooms remain without enough chairs,” and schools still being used as shelters with “families cooking meals in the corridors” serve as a baseline measurement of the current lack of adequate and safe learning environments. Progress would be measured by the improvement of these conditions.
• Indicator for Target 16.2 (Protective Environment): The successful re-opening of schools and the number of children attending can be seen as an implied indicator of progress towards creating a protective environment. The article’s focus on the children’s “excitement to return” signifies a move away from the direct violence of war and towards a structured, safer daily life.

SDGs, Targets, and Indicators Summary

4. Create a table with three columns titled ‘SDGs, Targets and Indicators’ to present the findings from analyzing the article.

Source: news.un.org