USAID’s Infrastructure Needs Program (INP) built seven schools in the West Bank in 2009. The new schools are relieving the overcrowding and lack of classrooms that are impeding the Palestinian education system. Many schools in the West Bank lack basic facilities, such as laboratories, libraries, and functioning bathrooms. In addition, the pupils often have to travel to other villages to attend school. For girls this is not a culturally acceptable practice, and it contributes to the high female dropout rate, particularly in small and distant West Bank villages. |
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When school construction began in October 2008, USAID pledged that seven schools will be built, furnished, and fully operational by the beginning of the school year in September 2009. As promised, USAID’s team built the schools in record time. Today, these new schools, which cost $14.4 million, have 103 fully-equipped classrooms and state-of-the art facilities that benefit 4,120 pupils.
In May 2009, Saja Zeid was studying in an old school in Qalqilia. The school had access to only four computers, the science lab was almost empty, and the regular classroom and lab were located in the same area. Saja wished she could spend more time in the lab, but her teacher had to give the room to pupils coming in for other classes. Saja’s family and many other Palestinian families in the West Bank are poor and unable to buy computers or other educational tools for their children. Saja’s father is a chicken farmer and her mother is unemployed. Thanks to the new school built through USAID’s Infrastructure Needs Program, Saja is now learning science in a fully-equipped laboratory, and she wants to become a scientist. She has hope for a better future.
Her friend, Razan Salam, had seen the new construction taking place, and talked about it with her friends, but she did not know what to expect.
With a youthful smile and excitement Razan wondered if the new school will have a music room.
Razan recalls that when her father was working as a Math teacher in the Emirates, she used to play the piano, accordion, and organ, so she was hoping her new school will have music equipment.
Much to Razan’s delight, when she entered the new school she found an Art Room equipped with musical instruments. Razan’s looked so happy as she opened the box that has a new “Oud” (lute).
Dana is also from Qalqilia. She had seen the new school’s project sign, and was full of anticipation about moving there. Dana describes the lack of facilities in the old school by saying: “we didn’t have enough rooms, so we opened the tables and folded them when we were done.” In the new school, Dana has access to facilities and equipment never available to her before. She was full of excitement as she opened the new boxes full of home economics tools.
By October 2009, Saja, Razan, and Dana, were settled in the new Qalqilia Girls Secondary School. Saja describes her first impression as she approached the new building: “I will never forget the new garden; it is so pretty. The style is new- we do not have schools like this in Qalqilia.”
Razan feels that the quality of education has improved, and she sites computer use as an example: “Now two girls are learning on each computer, and the science lab is bigger and better equipped.” Razan and Dana nod in agreement, and Razan adds: “the bathrooms, canteen, and large classrooms are in the same place. The new school is a comfortable environment, thus I am encouraged to learn.” Eagerly, Dana agrees: “Now I am happy, and I agree that the garden is beautiful, and that the old school was overcrowded and we had few equipment.” |
