Israel’s Destruction of Gaza’s Schools and Universities : Analysis

Grade five and six students at the Rosary Sister’s School in Gaza were unable to take their science test on October 9, 2023, due to the destruction of their school by the Israeli army on November 4. This is just one example of the devastating impact that the Israeli bombardment has had on Gaza’s education infrastructure. Currently, all schools in Gaza are closed, leaving tens of thousands of students without access to education. This includes more than 40 percent of schools that are run by the UN Relief and Works Agency (UNRWA). According to UNRWA data from 2018, Gaza had 737 schools with over 9,000 teachers. Additionally, up to 280 government schools and 65 UNRWA-run schools have been destroyed or damaged, and 90 percent of Palestinian Authority schools have been subjected to damage. Universities in Gaza have also been severely impacted, with 12 higher education institutions being damaged or destroyed. Israa University, for example, was demolished by Israeli forces after being used as a military base and detention facility. The Israeli army has also killed 94 university professors in Gaza. The destruction of schools and universities in Gaza is seen as an intentional destruction of Palestinian cultural and historical properties. It is uncertain when students in Gaza will be able to return to school, and plans for e-learning face challenges such as limited access to stable electricity and internet, as well as the displacement of many students and teachers.

Analysis:
The article provides information about the devastating impact of the Israeli bombardment on the education infrastructure in Gaza. It mentions that the Rosary Sister’s School in Gaza was destroyed by the Israeli army, resulting in the cancellation of a science test for grade five and six students. It further states that all schools in Gaza are currently closed, leaving tens of thousands of students without access to education. The article also highlights the damage and destruction of numerous schools, universities, and higher education institutions in Gaza.

In terms of credibility, the article lacks specific sources and references to support the claims made. It does mention UNRWA data from 2018 regarding the number of schools and teachers in Gaza, but no further sources are provided. This lack of specific sources makes it difficult to verify the accuracy of the information presented.

There may also be a potential bias in the article, as it primarily focuses on the destruction caused by the Israeli army without providing a broader context of the ongoing conflict between Israel and Palestine. This one-sided presentation of facts could contribute to a skewed understanding of the situation.

Additionally, the article does not provide any insights on the reasons behind the Israeli army’s actions or potential security concerns that may have led to the destruction of schools and universities. This limited perspective may hinder readers’ ability to form a comprehensive understanding of the situation.

In terms of the overall impact of the information presented, the article highlights the severe consequences of the Israeli bombardment on the education system in Gaza. It sheds light on the challenges faced by students and teachers in accessing education due to the destruction of schools, universities, and higher education institutions.

Considering the prevalence of the Israeli-Palestinian conflict and the political landscape, this article’s one-sided presentation may contribute to a larger narrative of Israeli aggression against Palestinians. It can further reinforce preexisting biases and shape public perception. The lack of specific sources and broader context may also contribute to misinformation or an incomplete understanding of the situation.

In conclusion, while the article highlights the devastating impact of the Israeli bombardment on education in Gaza, its lack of specific sources and one-sided presentation limit its reliability. Readers should seek additional sources to obtain a more comprehensive understanding of the situation and be cautious of potential biases. The political landscape and prevalence of fake news can influence the public’s perception of the information, potentially contributing to the perpetuation of one-sided narratives and biases.

Source: Aljazeera news: How Israel has destroyed Gaza’s schools and universities