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There’s currently no tangible plan in place to save the school year in Southern Lebanon, as discussions on this matter are still ongoing. Students in conflict areas may be moved to safer schools or those closer to their temporary new homes.
As security conditions worsen and the war in Lebanon continues, families and students in southern border towns are anxious about the start of the school year in just a few days. The Ministry of Education and Higher Education is urgently working to find solutions to ensure a smooth beginning, uphold educational standards, complete the curriculum, and address the numerous challenges facing a sector that has historically been a leader.
Educational authorities, particularly in southern Lebanon, are closely monitoring the situation and its potential impact on education. In this context, Hussein Jawad, President of the Lebanese Association of Primary Education Teachers, reports that the Ministry of Education and Higher Education is “working on a plan for displaced residents in the south.”
A meeting is scheduled soon with Caretaker Minister of Education Abbas Halabi, Education Parliamentary Commission’s Chairman Hassan Mrad, and MPs Achraf Beydoun and Ali Khreiss from the Development and Liberation parliamentary bloc to discuss the current educational situation and find the best solutions for southern students and teachers to start and continue the new school year.
Jawad tells Houna Loubnan that “there’s currently no tangible plan in place, as discussions are still ongoing. Students in conflict areas may be moved to safer schools or those closer to their homes.”
Jawad also reports “that since the war began last October, 42 schools—both public and private—have been damaged. Over 7,000 students cannot return to their classrooms, and about 3,000 teachers have been forced to leave conflict zones.” He underscores “the urgent need for a swift and fair solution for everyone.”
Furthermore, Jawad asks a crucial question to the Ministry of Education: “What will be done for teachers who chose to stay in their country, resisting relocation and denying the enemy a victory? I want to ensure their contractual rights are honored.”
With limited options available for ensuring education in war-torn villages and towns, Hussein Jawad argues that “online” classes might be a last resort. But how can this be implemented with Lebanon’s widespread power outages? And if the school year starts during the current total blackout, how will the authorities manage? He concludes that “the best solution is to enable teachers to continue their work while safeguarding their rights and preventing them from being undermined by the war.”
As the new school year approaches, the Ministry of Education faces numerous challenges, with the situation for students in southern villages being the most pressing. A ministry source tells Houna Loubnan that “all options are under consideration to ensure the 2024-2025 school year begins smoothly and pupils can resume their education.” The source adds that “various scenarios are being explored, including transferring students to safer schools or implementing remote learning. This latter option is gaining traction among families and students who prefer to stay in their towns rather than enroll their children in distant areas. Discussions are ongoing, and a decision is expected soon.”
An anonymous source reports a “sharp decline in student enrollment at schools and high schools, particularly in more than twelve high schools in the south, where numbers have dropped from around 500 to about 130. These students might be able to continue their education through remote learning. Others have transferred to other schools in the south, Beirut, Mount Lebanon, and the Bekaa, depending on their residency.” The source also notes that “the war’s challenging living and security conditions have led to a shift from private to public schools, especially due to improvements in the quality of public education.”
Balancing Worry With the Determination to Excel
Despite the tough conditions in many southern towns, the achievements of students who excelled in last year’s official exams cannot be overlooked. Layal Jawad from Aita al-Shaab, who has moved with her family to Tyre, affirms, “We are committed to continuing our studies no matter the difficulties. Our passion for learning remains as strong as ever, and we are determined to succeed because our future is at stake.”
Ali Hamdan, from Shebaa, who has temporarily moved with his family to his maternal aunt’s house in Beirut, says that “he is diligently preparing for his baccalaureate official exams and remains committed to achieving excellent results by attending his registered school.” Ali also aspires to pursue higher education abroad if the opportunity arises.
However, “Um Ali” is anxiously awaiting the chance to return to her damaged home in Aita al-Shaab. She is calling for displaced students to be exempted from school fees and for the provision of essential educational supplies—such as tablets, laptops or stationery—especially for those whose homes have been destroyed or damaged, or who have lost their livelihoods and farmland, which were essential for their daily sustenance. She points out that her family and neighbors used to rely on stored products like olives, labneh, makdous and almonds to make a living, and on selling the surplus. In light of these significant losses, she questions how they can manage the costs of education and school supplies for their children.
Last year, Lebanon’s Ministry of Education and Higher Education implemented a plan that distributed over six thousand laptops and tablets to students in border regions who are displaced, facilitating their access to remote learning. Will this year’s measures replicate those of the previous year, or will new approaches be adopted to address the prolonged hardships faced by displaced families over the past year?
