Greg Bouwer
IINZ
Education is the cornerstone of any society, shaping the perspectives and values of future generations. In regions of conflict, curricula hold even greater weight, as they can either perpetuate cycles of violence or pave the way for reconciliation and peace.
The latest report by IMPACT-se, “Back to School: Gaza’s Educational Frameworks in the Shadow of War,” raises serious concerns about the content of Palestinian schoolbooks, particularly in Gaza, where education is heavily influenced by political narratives. The findings reveal a persistent pattern of glorification of violence, antisemitism, and resistance without the inclusion of peaceful resolutions – elements that stand in direct contradiction to UNESCO’s standards for peace education.
New Zealand has long provided financial support to UNRWA, yet increasing evidence suggests that this aid is indirectly funding an education system that promotes division rather than peace. The Israel Institute of New Zealand has repeatedly raised alarms over UNRWA’s curriculum, highlighting materials that incite violence and antisemitism. Despite this, New Zealand’s Ministry of Foreign Affairs and Trade (MFAT) has continued to justify ongoing funding to UNRWA without implementing sufficient accountability measures.
New Zealand has previously suspended funding to UNRWA (this was not a suspension of funding as we may understand it – rather a case of ‘we are keeping a close eye and won’t make the next payment until we’re satisfied’). In 2019, MFAT halted its contributions following reports of corruption and ethical abuses within the agency. More recently, in early 2024, New Zealand temporarily “paused” its funding once again after allegations surfaced that some UNRWA staff were complicit in the October 7 Hamas attacks on Israel (once more, not a pause in funding – a threat not to pay the next tranche). This decision aligned with similar funding suspensions by key donor countries, including the United States and the United Kingdom. However, by mid-2024, New Zealand resumed its financial support to UNRWA after receiving assurances from the United Nations regarding internal investigations and measures to improve oversight.
Other donor countries have taken stronger stances against funding UNRWA in light of these serious concerns. The United States, the United Kingdom, Canada, Germany, and Australia have all raised alarms over the PA and UNRWA curricula. The US has repeatedly cut or suspended funding to UNRWA and the PA over textbook content, most notably in 2018 under the Trump administration. While the Biden administration restored some funding, congressional pressure continues to tie aid to educational reforms. The UK has conducted official reviews of the curriculum, temporarily freezing funding in 2021 over issues of incitement. Canada has conditioned aid on adherence to UNESCO standards, pausing funding in 2020 pending review. Germany, a key donor, has urged more transparency, while Australia redirected funds from UNRWA to other humanitarian efforts in 2022 over curriculum concerns.
New Zealand, however, has yet to take a firm stance. The Israel Institute of New Zealand has criticized the reinstatement of funding, pointing out that New Zealand contributes approximately one million dollars annually to UNRWA, indirectly supporting the dissemination of problematic educational materials. In response, the institute has recommended that New Zealand suspend funding to UNRWA until there is a demonstrable commitment to ending corruption, removing inciteful material from schools, and appropriately disciplining staff who encourage violence.
These concerns have also been echoed by other organizations, including the New Zealand Jewish Council, which has urged MFAT to hold UNRWA accountable for the curriculum taught in its schools. The council has cited irrefutable and comprehensive evidence of content that incites hate and terrorism, further questioning the ethical implications of New Zealand’s continued aid contributions.
New Zealand must reassess its approach. If financial aid is to continue, it must be contingent on verifiable and substantial curriculum reform. Simply voicing concern is no longer sufficient: funding must be tied to measurable improvements in educational content. Governments like the US, UK, Canada, Germany, and Australia have already taken steps to address these issues – New Zealand must do the same.
These ongoing issues raise pressing questions about the effectiveness of international funding mechanisms for education in conflict zones. If taxpayer money is being used to perpetuate hatred rather than promote peace, then urgent policy changes are needed. The New Zealand government must take a stronger stance – ensuring that education serves as a bridge to peace rather than a tool for division.
For the sake of Palestinian students and the prospect of lasting peace in the region, it is time for genuine change. The Palestinian Authority, UNRWA, and the international community must work together to prioritize curricula that educate for peace rather than conflict. Anything less is a failure to prepare the next generation for a future beyond war.
This article was originally published by the Israel Institute of New Zealand.
