The 2020–21 Palestinian School Curriculum Grades 1–12—Selected Examples
This updated IMPACT-se study analyzed textbooks used for the 2020-21 Palestinian curriculum (West Bank, Gaza, East Jerusalem and UNRWA) and includes selected examples from the research of 222 textbooks. Of those, 145 textbooks have not changed at all and remain as they were in 2019. Essentially, there were that no substantive positive changes made to the current Palestinian curriculum. Textbooks remain openly antisemitic and continue to encourage violence, jihad and martyrdom while peace is still not taught as preferable or even possible, despite recent statements made by Palestinian and European leaders that positive changes would be made in the textbooks by September 2020. Based on IMPACT-se’s UNESCO-derived standards of peace and tolerance, our findings are that the new PA curriculum does not meet these international standards and in some cases have even added more problematic content, compared to the previous curriculum. Selected ExamplesChanges
PALESTINIAN CURRICULUM PUT TO THE TEST The General Certificate of High School Examination in Palestine (Tawjihi)
IMPACT-se — November 2019
This report studies the twenty-six tests comprising the Palestinian 2019 Tajihi Matriculation Exam which tests grade 12 material from the Palestinian curriculum. The exam was analyzed according to IMPACT-se’s UNESCO-derived standards to research peace and tolerance in school education and compared it with the relevant textbooks and content from the PA curriculum that students needed to memorize for the exam. IMPACT-se’s finding is that many of the final exams are so designed that students must study problematic content that does not meet international standards for peace and tolerance. ReportExec Summary
The New Palestinian School Curriculum: Grades 1–12—2019–20
IMPACT-se — September 2019
This updated report includes selected examples from research by IMPACT-se on the new Palestinian school curriculum for the 2019–20 academic year. The curriculum has been released over the past four school years, beginning with grades 1–4 (2016–17) and the twelfth grade books finally available for the 2018–19 term. Additionally, the report includes examples from new chapters added to the 2019–20 academic year textbooks. Selected Examples
THE REJECTION OF PEACE: References to Peace Agreements, Israel, and Jews, Now Removed from PA Curriculum
IMPACT-se — September 2019
A report on selected positive content about peace, relations with Israel, and Jewish historical presence previously in the Palestinian school curriculum between 2000 and 2016, and subsequently removed from the restructured 2016–19 curriculum. Although some of the positive examples were removed even before 2016, the “new” PA curriculum represents a quantum leap backward toward radicalizing the textbooks–and unfortunately–Palestinian school children. Report
THE NEW PALESTINIAN CURRICULUM: BY THE NUMBERS–Quantitative Analysis of the Current Palestinian Ministry of Education Curriculum
IMPACT-se — September 2019
A quantitative analysis of textbooks from the current Palestinian Ministry of Education curriculum, applying UNESCO-derived standards of peace and tolerance. All 2019-20 textbooks for the first semester were analyzed. Additionally, in this report, we define Problematic Content as: violent connotations, incitement to violence, hatred of the Other, and radical, inappropriate or disturbing content. The accompanying graph from the report displays by grade, the number of violent references included in each textbook. Report
This booklet suggests Wasatia Education for the Palestinian educational system using the methodologies of both IMPACT-se and the WASATIA Academic Institute. It explores the present Palestinian school textbooks and identifies areas where the curriculum incites, demonizes and delegitimizes the Other while proposing concepts and values to allow for a future of coexistence, tolerance and prosperity. For peace to take place between Palestinians and Israelis, it is essential that the new generation is taught the values of moderation, reconciliation, mediation, conflict resolution, peace, empathy, tolerance, common ethical values, and democracy, and to instill in them the spirit of applying these values in their daily lives. Digital FormatBooklet Format
The New Palestinian Curriculum—2018-19 Update—Grades 1-12
By Eldad J. Pardo, IMPACT-se — September 2018
IMPACT-se’s latest research on the new Palestinian curriculum for the West Bank, Gaza and East Jerusalem includes recently published textbooks for the 2018-19 school year. The curriculum presents a common radical voice accommodating the full spectrum of extreme nationalist and Islamist ideologies in both Gaza and the West Bank, including anti-Semitic motifs amid themes of continuous struggle, heroism and martyrdom. Full ReportFindings and Analysis
REFORM or RADICALIZATION: PA 2017 Curriculum—A Preliminary Review
By Eldad Pardo, Arik Agassi and Marcus Sheff, IMPACT-se – October 2017
With the first full reform of the Palestinian curriculum since 2000, IMPACT-se, in its second of three reports, covers sixty-six textbooks from the new PA curriculum of 2017–18 for Grades 5–11. Further research will provide a full assessment of the new curriculum covering Grades 1–12. The crux of this report is education for war and against peace with Israel, demonstrating that the curriculum has further distanced itself from our UNESCO-derived standards of peace and tolerance.
Palestinian Elementary School Curriculum 2016-2017: RADICALIZATION AND REVIVAL OF THE PLO PROGRAM
By Eldad J. Pardo, IMPACT-se – April 2017
This IMPACT-se report examines the 2016–17 Palestinian Authority school curriculum, focusing on elementary school grades 1-4. There is a comparison with upper grade student learning. The results point to instruction that is significantly more radical than previous curricula. To a greater extent than the 2014–15 textbooks, the curriculum teaches students to be expendable martyrs, rejects negotiations, demonizes and denies the existence of Israel and focuses on a “return” to an exclusively Palestinian homeland.
“The PA Educational System: In the Shadow of the Terror Wave”
By Eldad J. Pardo, IMPACT-se – May 2016
This IMPACT-se report revisits the Palestinian Authority school curriculum, which is perhaps the chief expression of Palestinian cultural independence. The report covers the main findings of our 2011 report as well as some current observations up to and including, the 2015–16 “Knife Intifada.” Major findings include some positives: civil and gender issues, care for the environment, respect for the internal Other (disabled, authority figures, elderly) and the Muslim/Arab Other (collaboration with Arab countries). Vilification of the West is widespread but not to the point of violence. More troubling from the perspective of Israeli-Palestinian peace is what may be called a “Guerrilla Curriculum.”
“Palestinian Authority School Textbooks, 2011: A Draft Report on Attitudes toward Israel and the Jews; Peace and Non-Violence; the West Gender and the Environment”
By IMPACT-se – May 1, 2011
Attached is a draft report on 117 school textbooks of the Palestinian Authority’s (PA), from grade 1 to grade 12, issued depicting attitudes towards Jews and Israel, Peace and Non-Violence as well as Gender and the Environment. The school textbooks include 70 student books and 22 teacher guides issued by the PA Ministry of Education along with 25 student books issued by the PA Ministry of Endowments (Awqaf) and Religious Affairs. All the 118 books and guides are in current use at the PA schools.
“Rachel’s Tomb in Palestinian Schoolbooks: The Genesis of Falsification and its Implications”
By IMPACT-se – March 2011
In October 2010, the board of UNESCO adopted a resolution reaffirming that “The Palestinian sites of al-Haram al-Ibrahimi / Tomb of the Patriarchs in al-Khalil / Hebron and the Bilal bin Rabah Mosque / Rachel’s Tomb in Bethlehem… are an integral part of the occupied Palestinian Territories and that any unilateral action by the Israeli authorities is to be considered a violation of international law.” With regard to Rachel’s tomb, the board of UNESCO was actually being misled and manipulated.
“Palestinian Authority Schoolbooks: An Updated Conclusion”
By IMPACT-se – October 2009
Impact-se has studied the Palestinian Authority schoolbooks used in the current school year (2009-2010), and has come to the conclusion that although positive changes have occurred in the books during the last two years, they still do not amount to forming a clear departure from the negative fundamentals in PA schoolbooks regarding the attitude to the Jewish and Israeli “other” and to peaceful resolution of the Middle Eastern conflict.
“Palestinian Textbooks: From Arafat to Abbas and Hamas”
By IMPACT-se (formerly CMIP) – March 2008
This is our concluding analysis of the seven-year schoolbook publication project, which took place in the Palestinian Authority until 2006. It is based on the six reports issued by Impact-se (formerly CMIP) since 1998, including our recent draft report on schoolbooks for grades 11 and 12 (see below). It examines the underlying principles in PA’s attitude to the Other and to peace in the Middle East, which are revealed in the books. It also attempts to determine whether a shift took place in this respect during the publication process, as a result of the major political changes in the Palestinian Authority. Briefly, it concludes that some improvement was noticeable in the schoolbooks published under Chairman Mahmoud Abbas, following the death of Yassir Arafat, but the older, uncompromising approach reappears under the Hamas-led government.
DRAFT: Jews, Israel, the West and Peace in the Palestinian Authority Textbooks for Grades 11, 12 and Muslim Schools in the West Bank
By IMPACT-se (formerly CMIP) – September 2007
This draft report covers the school textbooks of the last two grades of the PA educational system, which were published in 2005 and 2006, thus ending a seven-year process in which the PA replaced the old Jordanian and Egyptian schoolbook for all grades with its own ones. While the books for grades 1-10 were all written and published under the late PA Chairman Yasser Arafat, the books for grade 11 were written under his successor Mahmud Abbas and the books for grade 12 were written under the Hamas government, which may account for the changes therein.
Jews, Israel and Peace in the Palestinian Authority Textbooks: The New Textbooks for Grades 5 and 10
By IMPACT-se (formerly CMIP) – June 2005
This is the fifth in a series of surveys by CMIP on the new school textbooks published by the Palestinian Authority (PA) as part of the general project that began in 2000 to replace all the textbooks that were then in use in the PA schools.