Interview by Iman Kheriji GENEVA, Jan 24 (KUNA) -- UN Special Rapporteur on the right to education Farida Shaheed emphasized on Thursday that education is integral to human identity and essential for fostering hope for a better future for nations.
In an exclusive interview to KUNA marking International Day of Education, she, however, said that the "scholasticide" carried out by occupation forces in Gaza seeks to erase both the hopes of Gaza's children and the identity of the Palestinian people.
Shaheed expressed deep concern over the international community's failure to reach a ceasefire sooner and proactively prepare for the reconstruction of Gaza's education system following the ceasefire.
She highlighted the severe trauma suffered by an entire generation with hundreds of teachers and thousands of students killed and educational infrastructure destroyed.
"The education system in Gaza has been completely destroyed. What I term as 'scholasticide' is not just about targeting schools, it is the total annihilation of the educational system. The objective in Gaza is to crush the hopes and future of every affected Palestinian child," Shaheed emphasized.
She also considered the Israeli occupation authority's refusal to endorse the "Safe Schools Declaration" as a deliberate state policy that enables continuous violations and the destruction of education in Palestine.
Shaheed stressed that the destruction extends beyond Gaza to the West Bank where tactics like denying access to education imposing checkpoints and restricting teachers' licenses contribute to those violations.
She shared disturbing accounts from Jerusalem and the West Bank where students have faced tear gas attacks at university campuses have turned into virtual prisons and students are struggling to attend school.
"The war on Gaza is a war on an entire population especially children many of whom suffer severe trauma" Shaheed noted. "Infants have even died from hypothermia highlighting the genocidal nature of the situation." "I've heard stories of children who clung to their schoolbags to save their books but they were obliged to later use them as firewood to keep warm in the winter. For over a year now no children have attended school. Teachers and students alike are deeply traumatized with so many killed and so many more maimed," she said, underscoring the profound psychological impact of the crisis.
Shaheed called for immediate international action to rebuild Gaza's education system, stressing the responsibility of the UN and the international community to fund reconstruction particularly from countries that have failed to intervene to stop the war.
She criticized the suspension of funding for UNRWA and the lack of response to UN appeals for resources, pointing out that "without financial support, reconstruction is impossible." Shaheed also emphasized the critical role Palestinians in the diaspora can play in determining their own needs. "Palestinians are best positioned to determine their needs and the means to achieve them. It is unproductive for others to dictate solutions," she said.
The rapporteur stressed the importance of psychosocial support especially for children suffering from disabilities caused by the war such as loss of limbs or vision or suffering post-traumatic stress disorder (PTSD). "Specialized treatment and mental health professionals are essential to address the deep psychological scars among the population," she said.
Shaheed also drew attention to the growing phenomenon of child breadwinners instead of going to schools and emphasized their need for access to education and livelihood opportunities to support their families.
Shaheed also called for holding not only the Israeli occupying forces but also complicit states and arms companies accountable for the cost of reconstruction in Gaza.
She voiced support for the idea of making arms companies bear the burden of rebuilding Gaza, admitting that the structural limitations of the UN is a problem but praised its ability to bring together nations despite global polarization.
The UN Special Rapporteur further criticized the international community's hesitance to address the dire situation in Gaza particularly the role of veto power at the UN Security Council. "The use of vetoes by certain permanent members of the Security Council in blocking resolutions that would have protected Gaza's civilians including its children has exacerbated the crisis," she remarked.
"This political paralysis is not only a moral failure but also a direct violation of the international community's obligation to safeguard fundamental human rights," Shaheed added, calling on the international community to overcome these obstacles and take meaningful action to protect children and restore hope to Gaza's future.
She urged Arab states to use their political economic and diplomatic influence to press for a resolution. "This crisis requires serious commitments and sufficient resources from the global community," she stated.
On a global level, Shaheed revealed that 473 million children are affected by conflict worldwide, the highest number in history. "The percentage of children living in war zones has doubled from 10 percent in the 1990s to nearly 20 percent today," she noted, underscoring the growing global challenge.
Shaheed called on states to fulfill their commitments to the Safe Schools Declaration, stressing that "supporting education during conflicts is not a luxury it is essential for achieving a sustainable future." The Safe School Declaration is a pledge adopted by over 120 nations to protect educational institutions, ensure post-conflict recovery and provide psychological support for students and teachers.
The interview by KUNA with the UN Special Rapporteur on the right to education Farida Shaheed coincides with the International Day of Education observed annually on January 24 since its establishment by the UN General Assembly in 2018. This year's theme "AI and Education: Human Agency in an Automated World" emphasizes the importance of education in empowering societies even as technological advancements shape the future On this occasion, the special rapporteur in her recent report about the use of artificial intelligence in education suggested that technologies and AI ethically developed and implemented assistive technologies can create more accessible learning environments. (end) imk.mt