Caring with tangible actions

While the destruction of hospitals or clinics during conflict makes headlines, as it should, the destruction of colleges or universities does not get its due attention. There is a certain sense of inevitability, or resignation, that universities would be destroyed in a war, and that is just how it is. But a loss of an institution of learning is not simply the loss of a building, or destruction of infrastructure, it has real consequences that go well beyond the physical damage. For example, the doctors or nurses who would have trained at the university that was destroyed can no longer be trained. The impact of this discontinuity of training is not simply on their own education, but the society at large. The loss of a university means that the society loses its future teachers, engineers, lawyers, writers and scholars in all disciplines.

While the destruction of an institution is both awful and acute, there is something we can do to mitigate some of the losses and offer options to students to continue their education. Using online teaching, professors and teachers in parts of the world that are not impacted by the conflict, are finding ways for students in conflict zones to continue their education. Gaza, where nearly all universities have either been completely destroyed, or damaged beyond repair, is one particular example of global solidarity. Professors and teachers at the individual level, as well as some universities at the institutional level, from all across the world have stepped up so students can continue their education. Some countries have issued special visas to students so that they can continue their studies. In other instances, professors have taken it upon themselves to offer courses on their own time. A small number of institutions in Pakistan have done both. This is highly commendable. There are a few dozen Palestinian students who are now studying at universities in Pakistan, and there are a small number of professors who have offered online courses for those who are not able to leave Gaza.

The need, however, is much greater than what is currently being offered. A lot more institutions and individuals are needed to carry on this effort. The demand is extraordinary, and one hopes that institutions, instructors and professors will demonstrate their commitment to the cause not simply by slogans and protests, but by tangible actions to support their affected colleagues. But offering a course online needs care, consideration and serious thought. There are important issues to consider. For example, courses that are offered need to be part of the existing curriculum. The programme of study of the universities on the ground must be respected. Similarly, instructors need to understand both the challenges and the trauma faced by students, and ensure a sense of dignity and patience. Additionally, this needs to be a long-term effort that is sustained well into the future, as rebuilding of educational institutions will take a long time, and a continuity of training must continue uninterrupted till the time when institutions are rebuilt and start functioning again.

Finally, there is one more issue to consider. Gaza is just one of the places where the students have lost their place of learning. Sudan - facing the largest displacement crisis in the world at the moment - is another example that needs urgent attention. I recognise that an individual instructor will not have the ability, time, energy or resources to support students in multiple locations, but a coordinated effort between institutions can make a substantial difference in more than one location. Students caught in conflict in all locations deserve to continue their studies and if we can make a difference, we must. We ought to move from 'but what can we do?' to 'let us organise and make sure we do everything we can'.