The impact of war on education
Baghdad, February 4, 2003

Mick for Mary and Lisa

In the southern port city of Basrah we meet with Nadra, a middle-aged woman, who faces immense challenges as principal of an elementary school. Like many families in Basrah, Nadra lives in a concrete and rather non-descript building. The narrow street outside her home is lined with elevated concrete sidewalks and puddles of stagnant water pool in the depressions of the tattered road. There are a few cars parked along the street, further narrowing the passage of vehicles. A few young children cease their activity and gaze at us in curiosity as we disembark from the van. The sun has just set and the shadows have turned to near darkness.

Almost without exception, we have been greeted with warmth, generosity and kindness during our interactions with Iraqis. Nadra is no exception. With an engaging smile she graciously motions for us to enter and be seated on the floor.

With a large contingent of eight Iraq Peace Team members, our translator and Nadraıs husband and two young children, the small living room barely accomodates us as we sit on the floor in a circle. The walls are stark with only a few small pictures.

After a round of introductions, Nadra tells us that she has worked as a principal for 14 years and before that a full-time teacher for 10 years. Her school, for girls aged six to eleven, hosts 570 students but has a staff of only 24 teachers. The high student to teacher ratio means class sizes of 55 to 60 students with one teacher per class. Through our translator, Nadra continues to explain that ³the economic sanctions have had many effects, including the overcrowding of schools. We are unable to build new schools to keep up with the growing enrollment figures. This means that average class sizes have increased from about 30 students before the sanctions to the current numbers. This is very difficult for both teachers and for students.²

Access to other school necessities is very limited. ³We often have to use old books that are not in good shape. Occasionally we get new books and this is most welcome.²

The incredible devaluation of the Iraqi dinar has eroded the purchasing power of teachers to the point where many of them are leaving the profession or taking evening jobs in order to meet basic needs. Another teacher we met, Amal, left her Baghdad elementary school and the profession two years ago after her initial request for early retirement was declined by the Iraqi Government. ³They denied my request because we need teachers. But I am unable to support my three children on a salary that low. I can so much better as an artist. ² Her living room walls are adorned with many of her beautiful oil paintings, capturing Iraqi life in its many facets.

According to Nadra, ³many Iraqi children also work to help support their families.² As we have walked the streets of both Baghdad and Basrah, the presence of young shoeshine boys has been constant.

The current situation in Iraq also has non-material effects on the learning environment in Iraqi schools. Only two months ago, Nadra tells us, American jets bombed a factory not too far away from her school. ³The children are afraid. They know what is happening and we try our best to comfort our children. But it is difficult. Many children are unable to concentrate,² she tells us as she shifts slightly. Despite the hardship ³students still think about completing their studies. They dream of becoming teachers, doctors and artists.

That evening as we get back to our hotel room I reflect on the what we have heard. As a school teacher myself I canıt imagine how they continue, given the current situation. As Iım talking to my roommate Bret, our discussion is pierced by the wailing of a loud air siren. Though Iıve never before experienced this, I feel a chill down my spine as I think of the children of Basrah. As it turns out, the siren indicates the presence of U.S. airplanes in the vicinity. A second air siren sounds minutes later, indicating that the threat has passed.

But of course it hasnıt.