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By Susan Nicolai

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Extra info for Fragmented Foundations: Education and Chronic Crisis in the Occupied Palestinian Territory

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It is hardly surprising that not everyone would get what they wanted. After the formation of the PA, there were real growing pains in disputes with progressives over the new curriculum and with teachers’ unions over salary issues. These will be discussed later in some depth. However, the struggles of NGOs are especially illustrative of the new authority’s relationship with a number of groups. With challenges not confined to the education sector, Hanafi and Tabar describe the wider dynamic at the time.

These are: Goal 1 To provide access to education for all children Goal 2 To improve the quality of education Goal 3 To develop formal and non-formal education Goal 4 To develop management capacity in planning, administration, finance Goal 5 To develop human resources across the education system. (MoEHE, 2000b: 36) Furthermore, the plan is based on five developmental principles, with education viewed as a human right, the basis for citizenship, a tool for social and economic development, the basis for values and democracy, and a continuous, renewable and participatory process.

The law has five articles applicable to education and touches on issues of the right to free education, equity, participation, leisure and children with special needs (see Appendix 3). International law While difficult to enforce, international law is relevant to Palestinian children’s right to education. “Because few applicable national laws exist, in their absence it must be assumed that international law sets the standard for application. org/iiep Fragmented foundations: education and chronic crisis in the Occupied Palestinian Territory This then places a greater onus on international institutions to promote, provide for and monitor the achievement of human rights” (Save the Children, 2004: 7).

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