This is not a story about numbers. Granted, numbers are very relevant, but not today. This is about role-play, about imagining yourself in another’s position and then, once realized, demanding justice, accountability and compensation for the unbelievable atrocity that must no longer be ignored.

This is about the Nakba, but this time, it is yours. Imagine that in a matter of days, sometimes hours, your entire world is turned upside down. You no longer have a home, belongings or money, except for whatever you could manage to hastily stuff in your pockets before running for your life. Zionist militias, armed and ready, invade your city or burn down your village and you have nowhere to go, so you flee. You have heard that in neighboring villages and towns, these militias have slaughtered hundreds of people, pillaged their homes and claimed the land as their own. Deir Yassin, where over 100 innocent people were killed, is just one of these documented massacres. This terrifies you to the bone, so you flee, children, house keys, maybe some pictures or personal documents, in tow. You join the leagues of other terrified people who are walking to an unknown future, hoping beyond hope that this nightmare will end in a few short days. Not in your wildest dreams did you imagine that you would never see your home again; that it does not matter if you left your front door unlocked or the clothes still hanging on the clothesline. Someone else, a stranger, will soon have taken your place.

This is just temporary, you convince yourself; this situation is not sustainable, you say, because nobody has the right to take away your home and your property, much less your homeland. If anyone dared, there was a world that believes in justice, rights and humanity that would not allow it. At least that is what you believed then.

But this is not your story and you should be very grateful for that. This is the story of the Palestinian Nakba and it is as real as it gets. According to official UN estimates, at least 750,000 women, men and children, or 75% of the Palestinian population of historical Palestine, were displaced, expelled and ethnically cleansed over the course of a few months, never to return to their homes. Their false hopes of return eventually turned into shattered dreams and a lifetime of exile in refugee camps in the West Bank, Gaza Strip and Jordan, or for those exiled closer to the northern border of Palestine, to squalid refugee camps in Syria and Lebanon.

Even the United Nations, upon realizing the magnitude of the Nakba or “catastrophe’ that had occurred, did not believe it would last for 75 years and counting. It created UNRWA, the United Nations Relief and Works Agency, to cope with the fallout of Israel’s creation over the wreckage of what was once Palestine. The agency was meant to provide emergency assistance to Palestinians displaced by the war until a permanent solution could be found. Its mandate has been renewed repeatedly since then for obvious reasons.

For those who were exiled, it is hard to tell when it finally dawned on them that they would never go home. Hope is a double-edged sword because it motivates people to continue to strive for their goals, in this case, the legitimate demand to return to their rightful homes. However, the flip side is the disappointment and desperation that takes over when year after year, this demand is ignored, maligned and pushed back by the powers that be, first and foremost by Israel, the perpetrator and maintainer of the atrocity and secondly, by its powerful global allies, the United States in particular.

The result is that these people, who had productive and meaningful lives just like anyone else, were so cruelly uprooted and dispossessed by no fault of their own and demand nothing more than their legitimate right of return. This is a right enshrined in international law and in particular, UN General Assembly Resolution 194, which clearly states: “Refugees wishing to return to their homes and live at peace with their neighbours should be permitted to do so at the earliest practicable date...”

These are nice words, ones that by any standard, should be binding. However, for anyone who has languished in the Biqa’a camp in Jordan, the Shati’ camp in the Gaza Strip or the Yarmouk camp in Syria, this resolution is nothing but useless ink on paper. The Palestinians have and never will relinquish their inalienable right of return to their original homes; time has proven that. Still, this is only part of the equation. It falls on the international community to uphold the standards, which it espouses. It has an ethical, legal and moral obligation to ensure that justice is realized for Palestine refugees and that Israel, the creator of this catastrophe, is held accountable for its dark past and crimes against the indigenous people of this land.

Now, think of this story, not from the lens of the Palestinians, a foreign people you may not know much about. Think of this story as if it were your own: it was your house that was stolen, your land that was given to another people, your relatives massacred and displaced and you whose identity and cause have been systematically denied for almost a century. Can you see it?

Hard times are exactly as they sound. But when these ‘hard times’ continue for close to 60 years, they become basically intolerable. Ask any Palestinian living under Israel’s brutal occupation and they will erase any doubts that ‘hard times’ doesn’t even come close.

Take this testimony from a woman, a teacher living in the northern West Bank city of Tubas, who told MIFTAH about the terrifying night the Israeli occupation army raided her home. The raid took place on February 23, 2022 at around 4:30 am. This is not unusual for occupation forces, which are trained to storm homes with families quietly sleeping in their beds, in the wee hours before dawn, to instill fear and panic and turn their lives and homes upside-down in a second.

This teacher, Maha, shares her home with her older sister, Dua’ and her elderly mother. She and her sister are also blind. “I was awakened by my sister yelling: who are you? Are you djinn or human? Maha, answer me! Is that you?” There was no answer. “I was still in bed when I felt something – I was not sure what – pull off my covers and push me to the floor. I was terrified and started calling out for Dua’. I could feel there were people in the room, all around me, right before one of them began to beat me. I was so scared and called out to my mother but I couldn’t hear her voice.”

Maha spent half an hour in sheer terror, alone, confused, being beaten and not knowing the fate of her elderly mother, as the Israeli trespassers ransacked her home, petrifying them all. “I cannot begin to describe the terror I felt; I have never felt that way my whole life,” she recounts.

Finally, after what seemed to be an interminable period, she heard the voice she was longing for the most: her mother. “She was screaming to us, telling us that the intruders were Israeli soldiers and that they had a large dog with them.” This terrified her even more, especially since she was forced to remain on the floor and she could hear her sister’s cries. “I remember thinking: if only I could see, to know what was happening around me, I would then go back to being blind. I just wanted to help and calm my sister down. I just wanted to help my mother. The soldiers made me totally incapacitated.”

Maha’s story is one of hundreds of thousands of Palestinians who have endured grueling house raids, arbitrary arrests, home demolitions and settler attacks. Still, even when there are no ‘active’ Israeli assaults on Palestinians, merely existing under Israeli military rule is anything but normal. Every Palestinian in the West Bank, including East Jerusalem, and the Gaza Strip is all too familiar with the hundreds of Israeli checkpoints interrupting the geographic flow between Palestinian cities, villages and camps. They are accosted by the sight of the illegal annexation wall, cutting along, and in places, deep into, West Bank territory, severing Palestinians from their farmlands, from their loved ones, from Jerusalem and from historic Palestine. They must apply for permits to build, to travel, to seek medical attention or to visit their loved ones in Israeli prisons, all at the whim of Israeli occupation authorities.

The raid on Maha’s house that night ended in zero arrests, but hundreds of thousands of other Palestinians have not been as lucky. Since Israel’s occupation of the West Bank, including East Jerusalem, and Gaza Strip in the June, 1967 war, over one million Palestinians have been illegally arrested by its occupation forces. That is a staggering number for a population that stands at approximately 5.3 million, according to Palestinian Central Bureau of Statistics estimates for 2022. At present, there are nearly 5,000 Palestinian men, women and children being held in Israeli prisons and detention centers inside the West Bank and in Israel, the latter illegal under international law, which does not allow an occupying party to imprison their ‘subjects’ outside of the territories it occupies.

International law has never been an obstacle for Israel, something the Palestinians know all too well. According to testimonies collected by MIFTAH field researches, collected between 2020 and 2022, Israeli occupation forces never presented a legal search or arrest warrant during the raids. All of the testimonies stated that large numbers of soldiers participated in the raids, sometimes exceeding 20 or 30, irrespective of children, women or the elderly. Once detained, the men, women and oftentimes children, are taken to Israeli detention centers, sometimes held for days on end without having access to legal counsel, mistreated, deprived nutritious food, sleep, appropriate clothing and in the worst case, tortured.

The detainee is then brought before a “kangaroo” Israeli military court, which for Palestinians, has an almost 100% conviction rate. They are charged with ‘crimes’, all related to some form of resistance to the occupation and summarily sentenced, or placed under administrative detention. While this form of detention, which allows Israeli authorities to hold Palestinians without charge or trial, is technically not banned under international law, it is never meant to be renewed for years, as is the case with the Palestinians.

The nightmare does not stop there, however. For the families of prisoners, visiting their loved ones in Israeli prisons is always a grueling process. According to a January, 2023 MIFTAH report on Israeli violations of Palestinian rights in the West Bank, affidavits from families visiting imprisoned relatives in Israeli prisons reported that on average, the entire process takes between 12-14 hours. What’s more, once they arrive, the actual visit only lasts 45 minutes and takes place in rooms with no direct contact and a glass wall separating them at all times. In a 2019 testimonial, documented by the Israeli rights organization B’Tselem, 80-year old Hilweh Shabaneh, from the Ramallah-area village of Sinjil sums up the horrific journey to visit her son in the Nafha Prison.

“From four o’clock in the morning to nine o’clock at night, 17 long hours of dragging around from one place to another, from one bus to another and one security check to another, getting on, getting off, on and off. Even if I were made out of iron I would collapse”.

Shabaneh then unwittingly sums up Palestinians’ sentiments regarding life under Israeli military occupation, overall.

“I swear to God, I wouldn't wish this on anybody.”

- https://www.btselem.org/freedom_of_movement20200212_arduous_journey_of_palestinians_visiting_relatives_jailed_by_israel

The right to education is an internationally protected right under international law and an integral part of the international law foundation. In the case of Palestine, education has always been a challenge like every aspect of Palestinian lives. Frequent closures of cities, hundreds of military checkpoints and the construction of the annexation wall prevents thousands of students and teachers from reaching their schools and universities. Palestinian students are regularly subjected to intimidation, assault and arbitrary arrest by Israeli soldiers, many schools have been closed down, raided and attacked by military orders, making it harder for them to practice and pursue their education freely and fulfil their potential.

The continuing Israeli occupation significantly impedes education in the Occupied Palestinian Territory (OPT). As noted by the UN Special Rapporteur on the Right to Education: “military occupations are another appreciable curb on the human right to education, the most egregious example being the Israeli-Palestinian conflict.” There is substantial evidence that Israel is failing in its duties under international human rights and humanitarian law with regard to education. In this research; the researcher will focus mainly on the challenges that women face in practicing their right to education and the definition of the right to education under international law; with a focus on the effect of the Israeli occupation and the Palestinian authorities' funding and quality for education concluded with an overall impact of these aspects on the right to education in Palestine and the role of international law in protecting this right.

The right to education has been recognized in a number of international and regional legal instruments: treaties (conventions, covenants, charters) and also in general comments, recommendations, declarations, United Nations resolutions and frameworks for action. The Universal Declaration of Human Rights (UDHR), adopted in 1948, states in Article 26: 'Everyone has the right to education. Since then, the right to education has been reaffirmed in various international treaties including:

• UNESCO Convention against Discrimination in Education (1960)
• International Covenant on the Elimination of All Forms of Racial Discrimination (1965)
• International Covenant on Economic Social and Cultural Rights (1966)
• Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) (1979)
• Convention on the Rights of the Child (1989)
• International Convention on the Protection of the Rights of All Migrant Workers and Members of their families (1990)
• Convention on the Rights of Persons with Disabilities (2006).

The right to education has also been recognized in ILO Conventions and international humanitarian law, as well as in regional treaties. International human rights law guarantees the right to education. The Universal Declaration on Human Rights adopted in 1948, proclaims in Article 26: “everyone has the right to education. The right to education is legally guaranteed for all without any discrimination, states have the obligation to protect, respect, and fulfil the right to education and there are ways to hold states accountable for violations or deprivations of the right to education”. Article 26 must be read along with Article 2 UDHR, which sets out the principle of non-discrimination: [E]veryone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.

The principle of non-discrimination and equality is a general principle of international human rights law which is essential to the exercise of and enjoyment of all human rights, including the right to education. It is also enshrined in the Charter of the United Nations, the ICESCR and the ICCPR,8 as well as all the major international human rights treaties. Furthermore, the Committee on Economic, Social and Cultural Rights (CESCR) has commented on the principle of non-discrimination, underlining that it is an “immediate and cross-cutting obligation” for States parties to the ICESCR. As a result, States’ constitutions and other legal and policy texts must not contain any form of discrimination, and States must also ensure that non-discrimination is applied in practice. The principle of non-discrimination and equality is particularly important for the realization of the right to education. Indeed, before the right to education was even adopted in the Covenants, a specific treaty was adopted to prohibit discrimination in education

The right to education under international law encompasses both entitlements and freedoms, including the :

• right to free and compulsory primary education.
• right to available and accessible secondary education.
• right to equal access to higher education.
• right to fundamental education for those who have not received or completed primary education.
• right to quality education both in public and private schools.
• freedom of parents to choose schools for their children which are in conformity with their religious and moral convictions.
• freedom of individuals and bodies to establish and direct education institutions in conformity with minimum standards established by the state.
• academic freedom of teachers and students.

The Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) (1979) mentioned the right to education under article 10: -

Article 10 States Parties shall take all appropriate measures to eliminate discrimination against women in order to ensure to them equal rights with men in the field of education and in particular to ensure, on a basis of equality of men and women:

(a) The same conditions for career and vocational guidance, for access to studies and for the achievement of diplomas in educational establishments of all categories in rural as well as in urban areas; this equality shall be ensured in pre-school, general, technical, professional and higher technical education, as well as in all types of vocational training;

(b) Access to the same curricula, the same examinations, teaching staff with qualifications of the same standard and school premises and equipment of the same quality;

(c) The elimination of any stereotyped concept of the roles of men and women at all levels and in all forms of education by encouraging coeducation and other types of education which will help to achieve this aim and, in particular, by the revision of textbooks and school programmes and the adaptation of teaching methods;

(d) The same opportunities to benefit from scholarships and other study grants;

(e) The same opportunities for access to programmes of continuing education, including adult and functional literacy programmes, particularly those aimed at reducing, at the earliest possible time, any gap in education existing between men and women;

(f) The reduction of female student drop-out rates and the organization of programmes for girls and women who have left school prematurely;

(g) The same Opportunities to participate actively in sports and physical education; (h) Access to specific educational information to help to ensure the health and well-being of families, including information and advice on family planning.

The International Covenant on Economic, Social and Cultural Rights (ICESCR) devotes two articles to the right to education, articles 13 and 14. Article 13, the longest provision in the Covenant, is the most wide-ranging and comprehensive article on the right to education in international human rights law. The general comment 13, adopted by the committee on Economic, Social and Cultural rights provide interpretation and clarification of Article 13 of the International Covenant on Economic, Social and Cultural rights.

Article 13 (2): The right to receive an education - some general remarks

- While the precise and appropriate application of the terms will depend upon the conditions prevailing in a particular State party, education in all its forms and at all levels shall exhibit the following interrelated and essential features:

(a) Availability - functioning educational institutions and programmes have to be available in sufficient quantity within the jurisdiction of the State party. What they require to function depends upon numerous factors, including the developmental context within which they operate; for example, all institutions and programmes are likely to require buildings or other protection from the elements, sanitation facilities for both sexes, safe drinking water, trained teachers receiving domestically competitive salaries, teaching materials, and so on; while some will also require facilities such as a library, computer facilities and information technology.

(b) Accessibility - educational institutions and programmes have to be accessible to everyone, without discrimination, within the jurisdiction of the State party. Accessibility has three overlapping dimensions:

(i) Non-discrimination - education must be accessible to all, especially the most vulnerable groups, in law and fact, without discrimination on any of the prohibited grounds (see paras. 31-37 on non-discrimination);

(ii) Physical accessibility - education has to be within safe physical reach, either by attendance at some reasonably convenient geographic location (e.g. a neighbourhood school) or via modern technology (e.g. access to a “distance learning” programme);

(iii) Economic accessibility - education has to be affordable to all. This dimension of accessibility is subject to the differential wording of article 13 (2) in relation to primary, secondary and higher education: whereas primary education shall be available “free to all”, States parties are required to progressively introduce free secondary and higher education;

(c) Acceptability - the form and substance of education, including curricula and teaching methods, have to be acceptable (e.g. relevant, culturally appropriate and of good quality) to students and, in appropriate cases, parents; this is subject to the educational objectives required by article 13 (1) and such minimum educational standards as may be approved by the State (see art. 13 (3) and (4));

(d) Adaptability - education has to be flexible so it can adapt to the needs of changing societies and communities and respond to the needs of students within their diverse social and cultural settings.When considering the appropriate application of these “interrelated and essential features” the best interests of the student shall be a primary consideration.

II. STATES PARTIES' OBLIGATIONS AND VIOLATIONS

General legal obligations:-

43. While the Covenant provides for progressive realization and acknowledges the constraints due to the limits of available resources, it also imposes on States parties various obligations which are of immediate effect. States parties have immediate obligations in relation to the right to education, such as the “guarantee” that the right “will be exercised without discrimination of any kind” (art.2 (2)) and the obligation “to take steps” (art. 2 (1)) towards the full realization of article 13. Such steps must be “deliberate, concrete and targeted” towards the full realization of the right to education.

44. The realization of the right to education over time, that is “progressively”, should not be interpreted as depriving States parties’ obligations of all meaningful content. Progressive realization means that States parties have a specific and continuing obligation “to move as expeditiously and effectively as possible” towards the full realization of article 13.

46. The right to education, like all human rights, imposes three types or levels of obligations on States parties: the obligations to respect, protect and fulfil. In turn, the obligation to fulfil incorporates both an obligation to facilitate and an obligation to provide.

47. The obligation to respect requires States parties to avoid measures that hinder or prevent the enjoyment of the right to education. The obligation to protect requires States parties to take measures that prevent third parties from interfering with the enjoyment of the right to education. The obligation to fulfil (facilitate) requires States to take positive measures that enable and assist individuals and communities to enjoy the right to education.

Finally, States parties have an obligation to fulfil (provide) the right to education. As a general rule, States parties are obliged to fulfil (provide) a specific right in the Covenant when an individual or group is unable, for reasons beyond their control, to realize the right themselves by the means at their disposal. However, the extent of this obligation is always subject to the text of the Covenant.

Violations

59. By way of illustration, violations of article 13 include: the introduction or failure to repeal legislation which discriminates against individuals or groups, on any of the prohibited grounds, in the field of education; the failure to take measures which address de facto educational discrimination; the use of curricula inconsistent with the educational objectives set out in article 13 (1); the failure to maintain a transparent and effective system to monitor conformity with article 13 (1); the failure to introduce, as a matter of priority, primary education which is compulsory and available free to all; the failure to take “deliberate, concrete and targeted” measures towards the progressive realization of secondary, higher and fundamental education in accordance with article 13 (2) (b)-(d); the prohibition of private educational institutions; the failure to ensure private educational institutions conform to the “minimum educational standards” required by article 13 (3) and (4); the denial of academic freedom of staff and students; the closure of educational institutions in times of political tension in non-conformity with article 4.

Article 50 of the Fourth Geneva Convention (1949) states: "The Occupying Power shall, with the cooperation of the national and local authorities, facilitate the proper working of all institutions devoted to the care and education of children." Israel is therefore obligated to ensure the orderly operation of the educational institutions in the territories.

ICL prohibits persecution as a crime against humanity in the treaty statutes of the ad hoc tribunals as well as the ICC. The Rome Statute defines persecution as the “intentional and severe deprivation of fundamental rights contrary to international law by reason of the identity of the group of collectively”. Unlike other expressions of the crime, the Rome Statute also requires that persecution be committed in connection with another crime or at least one inhumane act. Although untested, it is possible that the intentional and severe deprivation or prevention of education of a particular group can, if the other elements of the crime are fulfilled, constitute persecution. In order for the deprivation of education to amount to a crime against humanity under the Rome Statute, it must meet the following criteria:

• education must be defined as a “fundamental right”;
• its deprivation must be intentional and severe. Further, it must be contrary to international law, and not, for example, consistent with limitations permitted by IHRL;
• the denial of education of a particular group must on discriminatory grounds: based on a group’s political, racial, national, ethnic, cultural, religious, or gender identity (or other grounds universally recognized by international law, potentially including disability);
• the deprivation of education must be part of a widespread or systematic attack directed against any civilian population or in connection with any other act prohibited by the Rome Statute; and
• the perpetrator or perpetrators of this deprivation knew it was part of a widespread or systemic attack. International criminal jurisprudence has so far recognized examples of persecution including murder, imprisonment, deportation and other related conduct. However, persecution can include other conduct that “severely deprives political, civil, economic or social rights”. In particular, the International Criminal Tribunal for the Former Yugoslavia “ICTY” has recognized that the exclusion of members of an ethnic or religious group from educational institutions can potentially constitute persecution under the ICTY Statute, even though it was not specifically listed as an example therein. This demonstrates the potential protection that the crime of persecution offers to ensuring education in situations of insecurity and armed conflict.

The right of children to receive an education belongs to this category of rights which are irrevocable under any claim or pretext. Historically, peoples and states that prevented children from exercising their right to education have been viewed as barbaric. Humanity having recognized, in the lengthy course of the formation of civilization, that children have the right to education - that is, that education is no mere favor conferred by parents, states, churches, or whoever implements the right -considers all those who infringe this right to be acting inhumanely. Categorically, such behavior is no different from any other abridgement of human rights.

The Right to Education in Palestine

Since the start of the Intifada in 1987, the Israeli authorities have closed down the majority of the education institutions in different areas under occupation for extended periods. The education system has also suffered from strikes and from clashes with the Israeli occupation forces have forcibly entered schools, sometimes opening fire; many students and teachers have been arrested, killed, or physically injured.

For decades Israel has been violating Palestinians' right to education through numerous education-related incidents, such as attacks or threats of attacks on schools, delays at checkpoints, military presence at school entrances, closed military areas in addition to the use of live ammunition and tear gas in and around schools, school search, confiscation of education items, detention of students and school staff, settler related violence, or school demolitions and stop-work orders . Israel’s measures prevent the development of the Palestinian educational system. Not at once, Israel was held accountable for its violation of the Palestinian right to education or any violation.

These violations play a huge role in creating obstacles to Palestinians' education, making it hard for them to have quality education and to enjoy their right safely. These violations affect Palestinian women the most with a consideration that the Palestinian society is a patriarchal society that may stand in the face of women education if they may face such obstacles and violations. Even though these violations affect the life and education of Palestinians and especially women; the percentage of educated women in Palestine is remarkable and one of the highest around the world with a 99.6% in 2020 for completion of different educational levels (elementary education, secondary education, upper/senior secondary education) and according to data of 2019-2020, the net enrollment ratio in the elementary stage increased for 98.4% .

One of many measures Israel undertakes is the demolition and closure of schools, especially in the South Hebron Hills area. Since the start of 2021, Israel has demolished 1,032 Palestinian-owned structures across the occupied West Bank. The list includes homes, schools, shops and farming facilities. The UN Office for the Coordination of Humanitarian Affairs has said that Israeli demolitions have displaced 1,347 Palestinians in that period . Usually, the “reason” behind the demolishing in Area C is building without a permit which is nearly impossible to be issued in Area C.

One of these schools is located in the Bedouin village Abu Nuwar, where 670 Palestinians live in tents and sheet-metal shacks. The only school in the village was partially demolished for the sixth time since 2016. The 26 children study in a local community center and barbershop.

One of the most targeted villages is “Burin”. Burin is home to about 3000 Palestinian and is surrounded by two illegal settlements, an illegal outpost, and a military base. The only school in Burin sits at the entrance of the village and is attended by about 300 boys and girls. The school is often on the frontline of settler and soldier raids on the village. According to Middle East Eye interview with an activist from Burin, “Every week there are at least two or three attacks, from both settlers and soldiers. “The settlers will come down from the mountain and try to break the school windows and attack teachers and students with rocks. Sometimes they even shoot live bullets”.

Masafer Yatta area of the Hebron hills, 210 Palestinian children living in a cluster of 12 small villages face daily challenges getting to class in an active military training zone. There are only three schools in the entire area, and most of the communities do not have access to school buses, forcing kids to walk several kilometers to and from school, any busses secured for children were often stopped and turned around by Israeli forces in addition, during active training periods, soldiers will close certain areas leading to the school for up to 10 days, leaving teachers and children sitting at home until the army reopens the area. Recently Israel's court paves way for the eviction of over 2000 Palestinians from Masafer Yatta which will lead to the displacement of thousands of Bedouin Palestinians and cause a severe effect on education. According to the Palestinian ministry of education report in 2021; 26,808 students and 1,029 teachers were either prevented from getting to school or faced long delays at checkpoints, resulting in "35,895 classes wasted".

Even though human rights are inherent to all human beings, they cannot be given or taken away. Israel slips Palestinians of their basic human rights on a daily basis even the simplest ones including their right to education. In many cases many Palestinian women stop their education in the early stages because of the obstacles that they face, many women do not feel safe going to school or college for many days and sometimes years. The lost feeling of safety that every Palestinian feel prevent many from pursuing their passion, many dreams were killed because of these violations. These challenges do not affect only the lives and rights of the people affected; they have a huge effect on the social and economic aspects too and it leads to early dropouts from school.

According to a report published by MIFTAH; the Palestinian Ministry of Higher Education and Scientific Research spending in 2020-2021 on education is (3.140.7) Millions ILS from (16.120.3) Millions ILS annual budget, meaning overall (19.5%) of the overall annual budget. Meaning that the spending from the side and the budget provided by the Palestinian authority for education are very low compared to the needs and the development that the education sector in Palestine needs. Manny Palestinian villages do not have more than one school in the whole village and that leaves a lot of students to go to another village which adds to transportation expenses. On the other side; In 2021 the youth unemployment rates reached 40% in the West Bank and 62% in Gaza and about half a million children in Palestine need humanitarian assistance to access quality education. The high rates of unemployment leave no choice to many Palestinian than to dropout from school and in many cases go to work inside the green line or in settlements. Despite the impact of conflict on education, very low levels of humanitarian funding are provided for education. This prevents the education sector from responding swiftly to needs after periods of intense conflict – including responding to the effects of attacks on education and restoring schooling

Children and women are the vast majority of those adversely affected by the occupation and in the reaffirming of the implementation of international humanitarian law and human rights law that protect the rights of women and girls during and after conflict. These two majorities require a special lens that can provide detailed protection and recognition; after many movements towards creating this lens for the protection of women and children; the women, peace and security (“WPS”) agenda was formally initiated by the united nations security council (UNSCR) 1325 resolution in 2000, that was the first landmark resolution on women, peace and security that addresses the impact of war on women and the importance of women’s full and equal participation in conflict resolution, peacebuilding, peacekeeping, humanitarian response and in post-conflict reconstruction. The resolution also calls for special measures to protect women and girls from conflict-related sexual violence and outlines gender-related responsibilities of the United Nations in different political and programmatic areas . The 1325 United Nations Security Council Resolution has four pillars: - protection, prevention, participation and relief and recovery.

When we talk about any aspect of Palestinian lives there is a cycle of connection between every aspect of the obstacles that women face in practicing their right to education from the Israeli occupation, the quality and funding from the Palestinian authorities to the education sector and the high rates of unemployment leaves too many social, economic, psychological effects. The 1325 UNSCR main purpose is to provide the four pillars (protection, prevention, participation and relief and recovery) to women and children. In the case of Palestine, it is strongly believable according to the reality and data provided that the 1325 UNSCR is not fulfilling its obligations towards Palestinian women and children and this falls on the state parties. It should provide protection to women and women are not being protected in any aspect of their lives including in pursuing their education, it should provide prevention from assaults and harassment but on the other side women are facing harassment from the Israeli soldiers and settlers on a daily basis, it should provide participation for women but they can’t participate in decision making if they can’t pursue their education freely and enjoy their basic human rights, it should provide relief and recovery and I don’t even think we are in this stage because women are still facing these violations on the day to day life and in every moment of their lives. Many women lives are being slipped because of these violations on every side, especially in the educational sector. The state parties of the 1325 UNSCR and the International bodies and community must hold Israel accountable of the continuous commitment of Human rights violations which amount to crimes against humanity, of which is the right of education to women and girls; Violence against women in all its forms is a source of grave concern that threatens women education and future potential. Children experience distress, fear and intimidation when going to and from school in high-risk areas, often having to pass through checkpoints or walk-through settlements. Constant exposure to soldiers and settlers' violence in addition to the mentality that women have that they need to protect themselves when they go to school should be stopped and it won’t stop without action from every international body.

Challenges that Palestinian women and girls face to exercise their education rights under military occupation, they are exposed to violent and terrorist attacks due to settlement expansion, forceful displacement, mobility restrictions imposed by Israeli occupation forces.

At the end, education is not a privilege that is asked for, it is a human right and human rights are inherent to all human beings, they cannot be given or taken away.

Education is a sacred right that is protected in every international convention and under international law. Israel is committing human rights violations towards every aspect of Palestinian lives, under the eye of the international community and the world, the Israeli occupation is violating its obligations towards the Palestinian making their lives miserable by every aspect.

The violations towards education and specially regarding Palestinian women by the Israeli authorities is a gender-based violence that is directed against women because she is a woman and it affects women disproportionately and according to the 1325 UNSCR, the party states should protect women from all kinds of violence against women, including by prosecuting those responsible for violations of international law. The application of women, peace and security agenda that is supposed to protect women rights and prevent a violation towards it is not serving it required obligations towards empowering Palestinian women rights and protecting it, day by day women rights are descend more and more and in my opinion, even though 1325 UNSCR is created and centered towards the protection of women in times of conflict, the women in Palestine are still facing many obstacles and restrictions, it is crystal clear to any eye that the Israeli occupation have no respect to the international law, conventions and resolutions related to the protection of human rights and it’s failing its obligations, therefore it’s time to stop calling for respect and start calling for an end to the lifelong impunity and accountability.

This paper was written by Ola Sami, the second scholarship recipient from the Folke Bernadotte Academy (FBA ) of Sweden in support of women, peace and security in memory of Zaida Catalan.

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“Palestine from Nakba to State” was the politicized title of the international football championship that took place in Palestine from May 15 to May 24. A friendly tournament hosted by Palestine, the championship was attended by 10 national teams from Asia and Africa: Mauritania, Tunisia, Indonesia, Iraqi Kurdistan, Jordan, Pakistan, Sri Lanka, Uzbekistan, Vietnam and of course Palestine. In the opening match, Palestine beat Vietnam in front of 10,000 fans and the trend continued as Palestine won the final against Tunisia, attended by 15,000 people.

President Mahmoud Abbas praised the success of the event and congratulated the winning Palestinian team. As he greeted all the guest teams and journalists, he stressed the importance of their visit. He emphasized that sports has managed to do what politics couldn’t – unite people. The participation of the other teams showed real support to the Palestinian people.

The victory, however, must have been bittersweet for the Palestinian national team. Even though the championship was visited by people, teams and journalists from all over the world, and had thousands of people attending the matches and even more following them on TV, someone was absent from the exciting games and the joyous celebration at the end.

Three years ago Mahmoud Sarsak was arrested at a checkpoint as he was leaving the Gaza Strip on his way to join his teammates in the Palestinian National Football team in the West Bank. Since that day, the 22nd of July 2009, the now 25-year old football player has been held in an Israeli prison without charge and without trial. His family and friends have not been permitted to see him. Imprisoned under the Israeli “illegal combatant” law, Sarsak’s detention has been continuously renewed every six months, without any reason given to him or his lawyer. On the 19th of March Mahmoud Sarsak began a hunger strike that has been going on for 74 consecutive days. All he asks for is fair and just treatment.

In football, any team not playing a fair game, using dirty tricks to get ahead, is condemned by the football community; they might even get penalized. Israel, however, is not playing football. The stakes in their “game” are much higher. They keep breaking international laws and conventions; they even break the deals they make themselves, as the one made with the hunger striking prisoners only weeks ago. The Geneva Convention clearly states that the transfer of occupied people to the territory of the occupier is illegal, yet Israel continues to do so with Palestinians they arrest and place in Israeli jails, where they are kept, sometimes without any charge or trial - like Sarsak; yet another breach of international laws and human rights. Israel however, is rarely penalized or reprimanded for their constant breach of international law. In fact, they are being awarded by getting to host the 2013 UEFA Under-21 Football Championship. One can only wonder if Israel will promote fair play at this event while they keep Palestinians who are not even given the chance of a fair trial, locked up in its prisons.

As Sarsak left Gaza that day three years ago, what was on his mind was playing football, the game, according to his family, with which he was obsessed. Now he is a player in a much larger game, a game that is not played for fun and is definitely not a friendly match. Still, Sarsak is fighting hard, as he used to when he played football, only this time he is fighting for his life. The rules he is used to in football – fair play being the most valued one of all –no longer apply. But still he, as many other Palestinians, keep on fighting, as they have no other choice.

President Mahmoud Abbas was right when he said that sports unites people. But Israel’s use of cheap tricks and its continuous breaking of the rules prevents Palestinians from uniting, in this case an ardent football player with his family and beloved team. It is about time the international community stops letting Israel play dirty.

Julie Holm is a Writer for the Media and Information Department at the Palestinian Initiative for the Promotion of Global Dialogue and Democracy (MIFTAH). She can be contacted at mid@miftah.org.

It’s five o’clock in the morning and I can’t sleep. I go out to my rooftop terrace and watch Ramallah come to life. I realize that I have fallen in love with this place that is utterly incredible and devastatingly unbearable all at once. When I came here nine months ago I had no idea I would fall in love this fast, this deep and forever. I sometimes feel embarrassed, trying to explain why I love Palestine; how can you love living in a place were human rights are violated every day and where no one is free? The answer is simple: I am in love with the Palestinian people. I have never met anyone as friendly, kind and welcoming as the Palestinians. Ironically, I have never met anyone as unwelcoming as the Israelis.

Writing about Palestine and trying to communicate what is happening here to the world, we tend to use statistics and facts as a hard-hitting way of making people fathom the extend of injustice the Palestinians have endured every day for the past 64 years: Just last week, 46 Palestinian civilians, including three journalists and four children were wounded in peaceful protests and demonstrations. In the same week, Israeli forces conducted at least 41 military incursions into Palestinian communities and homes in the West Bank. During these incursions, 13 Palestinian civilians were arrested, including two children. In at least five incidents during that week, Israeli settlers attacked Palestinian farmers and their property. They uprooted trees and grape saplings belonging to the Palestinian farmers and “confiscated” six dunums of land south of Bethlehem. With the help of Israeli forces, one Palestinian farmer was attacked and beaten by settlers who also destroyed his vehicles and farming equipment.

Using numbers and facts, it is not hard to prove that nothing is as it should be in Palestine. The number of checkpoints, illegal Israeli settlements and Palestinian prisoners in Israeli jails speak for themselves. However, to me, it is not all these hard-hitting facts that have the most effect. What moves me much deeper is the Palestinian mothers, hunger striking in solidarity with their sons and daughters in Israeli jails; it is these prisoners who would rather starve to death than give up their right to live in freedom; it is all the Palestinians who day after day, week after week, continue fighting for what they believe in because they have no other choice.

Last week, I went with some friends to Nablus. On the ride back, the car was filled with joy and laughter. Their six-year-old daughter and I were having a blast in the backseat. But when we approached a roadblock, manned by Israeli soldiers, the laughter disappeared and she sat straight up in her seat. As we drove away and the games started again my heart was aching because she knew how to react in that situation, because she had to know how to react. This is why I love Palestine; not because of all the times you have to be quiet and sit up straight while you go through inhuman violations and humiliation, but because that in spite of all of this, there is still so much beauty, love and joy to be found. And now, as I say goodbye to my newfound love, I know we will not be separated forever. This terrible, beautiful place is part of me now.

Julie Holm is a Writer for the Media and Information Department at the Palestinian Initiative for the Promotion of Global Dialogue and Democracy (MIFTAH). She can be contacted at mid@miftah.org.

Yesterday Palestinians all over the world marked Nakba-day, which commemorates the forced exodus of hundreds of thousands of their kin after the establishment of the Israeli state in 1948. It is a day when Palestinians remember the fatal events 64 years ago and remind each other that they will not give up until Palestine is free.

Together with thousands of people I took to the streets of Ramallah, joined by a group of amazing women and their children. Even my colleague and friend who is very pregnant and passed her due date defied the sun and the crowds of people to be part of this day. The children had only half a day of school which was reflected in the crowd where children, dressed in school uniforms, carrying Palestinian flags looked like they had done this a hundred times before. A little girl walked by me wearing a hair band with a piece of yellow cardboard attached that had “We will return” written on it in Arabic.

Palestinian children grow up in a very politicized reality; they are affected by the occupation even before they are born. They grow up in a world of checkpoints and walls, a world where every family has had a family member who is or was in prison and where the only tool these prisoners have to get fair treatment is their empty stomachs. They experience their land being stolen from underneath them and from a very early age have to deal with realities that no one should have to go through. Sometimes children themselves are arrested by the Israeli military, accused of throwing stones at heavily armed soldiers who are put there to prevent the children and their families from taking back the land that is rightfully theirs. The stories Palestinian children hear from their grandparents are often memories of the villages they used to live in; villages they can no longer even visit, if they are there at all.

All of this creates an environment where children are introduced to the politics of occupation at a very early age. Even the games the children play are affected by the situation they live in. While European children play “cops and robbers”, Palestinian children play “Arabs and Jews” where the Jews try to catch, control and contain the Arabs who of course do what they can to show their disobedience and escape.

A couple of decades ago, last Palestinian President Yasser Arafat encouraged Palestinians to have as many children as possible to outnumber the Israelis. “They can beat us at the borders but not in the bedrooms” was a saying. Now, it is more about the quality than the quantity. Being a parent might be the most important task in Palestine today, as they are teaching their children about the past and raising them to be the future. A good friend of mine – a mother –once told me that it is all about finding a balance: you have to talk to your children and tell them why you have to go through checkpoints every day, but at the same time you cannot teach them to hate, not even the Israelis. The children should be educated about the reality they live in and be taught the history that led to this situation but it should be done in a way that equips them for a peaceful future.

I, along with every Palestinian parent, am looking forward for the day when Palestinian children can celebrate their independence instead of commemorating the catastrophe that created this reality 64 years ago. They are raised in a situation that demands that they are aware of the grave realities of their country from a very early age, but they are also raised with the hope and determination to change this situation. They are the future of Palestine.

Julie Holm is a Writer for the Media and Information Department at the Palestinian Initiative for the Promotion of Global Dialogue and Democracy (MIFTAH). She can be contacted at mid@miftah.org.

Boycott of Israel is a very controversial subject in Europe, especially when it comes to academic and cultural boycott. You cannot propose the issue publicly without being accused of anti-Semitism or worse. Boycott is regarded as something very personal and at the same time it is highly politicized. The decisions of companies and supermarkets to boycott Israel are met with vast criticism. When a Norwegian cosmetics chain announced that it was going to stop selling Israeli products from the Dead Sea, a boycott of the chain was suggested as a counter move. Further, the idea of excluding Israel from cultural events like the Eurovision Song Contest (disregarding the oddity of Israel participating in the first place) is unthinkable to many, their argument being that we should maintain interaction and communication with Israel through this kind of events.

This in mind, I was very surprised last week when the headlines in European newspapers were filled with the word ‘boycott’. They were, of course, not concerning boycotts of Israel but rather about European leaders boycotting the Euro 2012 soccer championship and cultural events leading up to it in Ukraine. The reason for this boycott is the ill-treatment of former prime minister of Ukraine, Yulia Tymoshenko, who was sentenced to seven years imprisonment in October on charges she denied and which European Union leaders view as politically motivated. Protesting ill-treatment inside prison and alleged beatings by prison guards, Tymoshenko went on a hunger strike on April 20. After pictures of her, bruised and visibly affected by the hunger strike reached the press, European leaders reacted strongly and threatened to boycott events in Ukraine, which is co-hosting the Euro 2012 with Poland.

Reading this I could not help but compare it to what is going on in Palestine these days. It is, no doubt a very different situation politically and the diplomatic relations between European governments and Palestine and Israel are also very different, which is highly significant in such cases. Taking it down to a people-level however, it is hard to see why a cultural boycott of Ukraine is carried out while a boycott of Israel is almost unthinkable.

As we know, right now about 2,000 Palestinian prisoners in Israeli jails are on hunger strikes, some of them for more than 70 days, protesting against the ill-treatment they receive in prison. Using their bodies and their lives in the protest is a last resort to resist and try to communicate to the world the horrible and unjust treatment they experience in Israeli jails. However, the unjust treatment of Palestinians does not stop at the prison walls, not by a longshot. The Palestinians have been systematically displaced, oppressed and occupied for more than 60 years and the way they are treated by Israel is increasingly becoming more violent and atrocious. The Israeli state is occupying Palestinian land and denying the Palestinian people their basic human rights. Israel is refusing to adhere to UN resolutions and international law and have so far managed to stay clear of international sanctions.

An end to the occupation is essential to the future of the Palestinians as well as the Israelis. As history has shown, this will not happen without pressure from the rest of the world. Furthermore, Palestinian and Israeli scientists, students, artists and culture workers who are openly resisting the occupation need international support. Boycott is a very strong weapon and if used correctly, sends a very clear political message; we do not accept the systematic oppression of the Palestinians by the Israeli state. Cultural and academic boycott is a political tool and does not mean ending all dialogue with Israelis in these fields. On the contrary, it is an unambiguous way of letting them know that the Israeli occupation and apartheid policies towards the Palestinian people must come to an end.

Controversial as it is, one could ask whether mixing culture and politics is right, but for the people who are really affected by this, everything is political. People in Ukraine are complaining that they are not getting the support they expected for the sports event of the decade and the Israelis complain when a band cancels a concert in Israel for political reasons or when students at a European university do not wish to collaborate with Israeli academic institutions. For Israel, it is very political even when the subject at hand is cultural or academic.

Right now, I don’t think cultural exchange and dialogue is a top priority of the thousands of Palestinian prisoners on hunger strike. Sometimes, there are more important issues, such as an end to over half a century of occupation and unjust treatment of an entire people. However, Palestinians, and prisoners included, understand the significance of boycotting Israel. So, let us hope that the next time a European boycott is in the headlines, the object of the action is Israel and its occupation of Palestine.

Julie Holm is a Writer for the Media and Information Department at the Palestinian Initiative for the Promotion of Global Dialogue and Democracy (MIFTAH). She can be contacted at mid@miftah.org.