Revitalizing Education and Health in Iraq
Prior to the period of the Gulf War and subsequent economic sanctions, the country
had one of the best performing educational and health systems in the region.
“Iraq’s educational and health institutes are in a dramatic situation,” said Dr Princess
Nisreen El-Hashemite. “Some 24 years of conflict and unrest - first with Iran in the
1980s and then with the Gulf wars and the situation that has followed - have seen
tens of thousands of young Iraqis killed, the exodus of many intellectuals and the
virtual isolation of those who remained.
Immediately after the 2003 conflict and subsequent looting led to many institutions
being deprived of basic equipment and materials required for a proper teaching and
treatment environment.
The Iraqi people have endured an excess burden of morbidity and mortality, with the
March 2003 Anglo-American assault on and subsequent occupation of Iraq
representing the most recent chapter. The general infrastructure of the country was
disrupted, with the civilian population and public services bearing much of the
aftermath.
Children have been disproportionately affected; many have died from infectious
disease, malnutrition, and lack of access to health care. There have been significant
differences in the availability of narrative accounts and images of this suffering,
reflective of the need of those who impose sanctions and wage wars to keep the
public uninformed. The public community and medical practitioners have a
responsibility to seek out such accounts and images. RASIT explores all possible
responses to narrative and images of this suffering, and outline the sorts of
responses engendered by three perspectives-charity, development, and social
justice. The suffering of the people of Iraq should spur a response from the human
well-being and health communities to alleviate the situation and prevent
unnecessary suffering.
The Education system in Iraq, prior to 1991, was one of the best in the region with
over 100% Gross Enrolment Rate for primary schooling and high levels of literacy,
both of men and women. The Higher Education, especially the scientific and
technological institutions were of an international standard, staffed by high quality
personnel.
While sanctions had removed Iraq from the purview of the human development
approach for more than a decade, war and occupation reopened the examination
through the discourse of post-conflict reconstruction.
Most of the education institutions require physical rehabilitation, furniture,
equipment and materials for the teaching of science, technology, other practical
subjects, and replenishment of libraries. In-service training for teachers, who had
long been cut off from the outside world, including access to international journals,
textbooks as well as internet communications, remains a prerequisite for the
introduction of innovative practices and changes into the education system. Teacher
trainers need to be exposed to the nature of active learning, student-centered
education, and practice in critical, creative and caring thinking as a foundation for
responsible citizenship.
Although considerable progress has already been made in this renewal process
under national leadership, the backlog and gaps to address, in basic needs, are still
enormous.
The UNESCO survey showed that about 40% of Iraqi children were attending school,
the enrolment of girls was less than that of boys, which reflects the impact of
economic and social factors as well as physical access to schooling and its quality.
There is an acute shortage of teaching-learning materials. Since textbooks are a key
tool of quality education, including home study to follow up the school lessons, the
situation needs urgent action, and there should be a target of one textbook per
subject per student.
It is well documented the shortage of accommodation for schools. Few of the
buildings were in good condition, the schools are without access to running water
and few had well-functioning sanitation. Power supplies were irregular or lacking:
most schools were in fact connected to the grid but lacked the needed standby
generators. The latter should be installed in all school premises. A major program of
rehabilitation of buildings and utilities is required.
Most schools lacked access to the required specialist classrooms. The assessment
of requirements is complicated, however, at a minimum the school premises currently
in use need to be provided with science laboratories, computer laboratories,
language laboratories, library rooms, and gymnasia for physical education.
In many areas, lack of access to transportation and security issues may prevent
children from attending classes. This is an especial problem for girls, if they have to
walk a long distance to reach the school or a means of transport. Transportation
facilities are also needed to ensure access for young people living in villages distant
from a secondary school, especially for girls.
Vocational education has been badly affected because of outdated curricula,
ineffective teaching methodologies and obsolete equipment. In this context, it is
important that a special need is made of vocational education programs, - their mode
of delivery and content, and how to make them more demand driven.
An acute shortage of books and reading materials was found in all sub-sectors. This
situation was exacerbated by the destruction of many school and college libraries
and the looting of books and reference materials, including library furniture and
equipment.
Action is needed to promote participation in schooling. Immediate concerns include
providing secure access to schools and improved quality of education, through
providing textbooks, improved supplies of teaching-learning materials, rehabilitation
of school buildings and utilities, and school transport where needed.
The Flash Appeal for Iraq seeks a total of 20.4 million US dollars to meet the needs of
Iraqi innocent people over the next 5 years. Funding for the appeal will enable RASIT
aid groups to carry out programs to treat and educate civilians caught in a cruel
conflict. The appeal contains programs that require different levels of funding but
are equally important for ensuring comprehensive response to emergency needs.
Prior to the period of the Gulf War and subsequent economic sanctions, the country
had one of the best performing educational and health systems in the region.
“Iraq’s educational and health institutes are in a dramatic situation,” said Dr Princess
Nisreen El-Hashemite. “Some 24 years of conflict and unrest - first with Iran in the
1980s and then with the Gulf wars and the situation that has followed - have seen
tens of thousands of young Iraqis killed, the exodus of many intellectuals and the
virtual isolation of those who remained.
Immediately after the 2003 conflict and subsequent looting led to many institutions
being deprived of basic equipment and materials required for a proper teaching and
treatment environment.
The Iraqi people have endured an excess burden of morbidity and mortality, with the
March 2003 Anglo-American assault on and subsequent occupation of Iraq
representing the most recent chapter. The general infrastructure of the country was
disrupted, with the civilian population and public services bearing much of the
aftermath.
Children have been disproportionately affected; many have died from infectious
disease, malnutrition, and lack of access to health care. There have been significant
differences in the availability of narrative accounts and images of this suffering,
reflective of the need of those who impose sanctions and wage wars to keep the
public uninformed. The public community and medical practitioners have a
responsibility to seek out such accounts and images. RASIT explores all possible
responses to narrative and images of this suffering, and outline the sorts of
responses engendered by three perspectives-charity, development, and social
justice. The suffering of the people of Iraq should spur a response from the human
well-being and health communities to alleviate the situation and prevent
unnecessary suffering.
The Education system in Iraq, prior to 1991, was one of the best in the region with
over 100% Gross Enrolment Rate for primary schooling and high levels of literacy,
both of men and women. The Higher Education, especially the scientific and
technological institutions were of an international standard, staffed by high quality
personnel.
While sanctions had removed Iraq from the purview of the human development
approach for more than a decade, war and occupation reopened the examination
through the discourse of post-conflict reconstruction.
Most of the education institutions require physical rehabilitation, furniture,
equipment and materials for the teaching of science, technology, other practical
subjects, and replenishment of libraries. In-service training for teachers, who had
long been cut off from the outside world, including access to international journals,
textbooks as well as internet communications, remains a prerequisite for the
introduction of innovative practices and changes into the education system. Teacher
trainers need to be exposed to the nature of active learning, student-centered
education, and practice in critical, creative and caring thinking as a foundation for
responsible citizenship.
Although considerable progress has already been made in this renewal process
under national leadership, the backlog and gaps to address, in basic needs, are still
enormous.
The UNESCO survey showed that about 40% of Iraqi children were attending school,
the enrolment of girls was less than that of boys, which reflects the impact of
economic and social factors as well as physical access to schooling and its quality.
There is an acute shortage of teaching-learning materials. Since textbooks are a key
tool of quality education, including home study to follow up the school lessons, the
situation needs urgent action, and there should be a target of one textbook per
subject per student.
It is well documented the shortage of accommodation for schools. Few of the
buildings were in good condition, the schools are without access to running water
and few had well-functioning sanitation. Power supplies were irregular or lacking:
most schools were in fact connected to the grid but lacked the needed standby
generators. The latter should be installed in all school premises. A major program of
rehabilitation of buildings and utilities is required.
Most schools lacked access to the required specialist classrooms. The assessment
of requirements is complicated, however, at a minimum the school premises currently
in use need to be provided with science laboratories, computer laboratories,
language laboratories, library rooms, and gymnasia for physical education.
In many areas, lack of access to transportation and security issues may prevent
children from attending classes. This is an especial problem for girls, if they have to
walk a long distance to reach the school or a means of transport. Transportation
facilities are also needed to ensure access for young people living in villages distant
from a secondary school, especially for girls.
Vocational education has been badly affected because of outdated curricula,
ineffective teaching methodologies and obsolete equipment. In this context, it is
important that a special need is made of vocational education programs, - their mode
of delivery and content, and how to make them more demand driven.
An acute shortage of books and reading materials was found in all sub-sectors. This
situation was exacerbated by the destruction of many school and college libraries
and the looting of books and reference materials, including library furniture and
equipment.
Action is needed to promote participation in schooling. Immediate concerns include
providing secure access to schools and improved quality of education, through
providing textbooks, improved supplies of teaching-learning materials, rehabilitation
of school buildings and utilities, and school transport where needed.
The Flash Appeal for Iraq seeks a total of 20.4 million US dollars to meet the needs of
Iraqi innocent people over the next 5 years. Funding for the appeal will enable RASIT
aid groups to carry out programs to treat and educate civilians caught in a cruel
conflict. The appeal contains programs that require different levels of funding but
are equally important for ensuring comprehensive response to emergency needs.
| Situation in Iraq |
| flash appeal for Iraq |
| Royal Academy of Science International Trust |
| RASIT |
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