The Ratio and Proportion Between Education Before the War and the Duty to Diagnose Educational Loss in the Post-War Period

The ratio and proportion between education before the war and the duty to diagnose educational loss in the post-war period By: A. Aya Dahlan Education is one of the most important pillars upon which societies are built; it is the primary means of developing human capabilities, knowledge, skills, and social abilities. Before the war, education was based on a relatively clear system in terms of curricula, educational plans, school hours, and evaluation and monitoring processes. However, the war and the exceptional circumstances that accompanied it led to a significant disruption in the educational process, resulting in what is known as educational loss. In the post-war phase, the goal is no longer just to return students to their seats in the classroom; it has become essential to know what each student has lost in terms of knowledge and skills, and what their current ability level is compared to the skills they were supposed to possess according to their educational stage. This highlights the importance of educational diagnosis as the fundamental starting point for addressing educational loss and developing appropriate remedial plans. First: Education Before the War Education before the war relied on a clear sequence in acquiring skills and knowledge; students progressed from one stage to another based on a set of competencies expected to be mastered in each grade. The educational process depended on regular attendance, direct interaction between teachers and students, classroom activities, and continuous assessments and evaluations. The ratio between what was planned in the curriculum and what the student acquired was measurable and could be monitored more regularly, allowing teachers to determine students' levels through tests, activities, and daily observations. Second: The Impact of War on the Educational Process The war caused a fundamental change in this equation; the educational process experienced interruptions or disruptions, the educational infrastructure was damaged, and students and teachers faced difficult conditions that affected the regularity and quality of learning. UNESCO indicates that crises can lead to the closure of educational institutions, a lack of educational alternatives, and damage to infrastructure, in addition to psychological and social impacts that affect learners' ability to continue and progress. In the Palestinian context, UNESCO points out that the educational system in the State of Palestine has suffered severe damage due to the conflict, with a large number of children losing regular access to education. Consequently, the gap widened between the skills students were expected to possess according to the curriculum and the skills they actually had, and this gap is at the core of the educational loss problem. Third: The Duty to Diagnose Educational Loss After the War Diagnosing educational loss is not merely an examination procedure; it is an educational process aimed at understanding the true level of students and identifying the skills that have been lost or not mastered as required. The diagnosis begins by identifying the essential skills that a student is expected to possess, then measuring their current performance level through various tools, such as diagnostic tests, observations, practical activities, interviews, and individual and group tasks. Through this process, teachers can identify: • The skills the student has mastered. • The skills in which the student has partial knowledge. • The skills that require remedial intervention. • The individual differences among students. • The educational priorities that should be focused on. Fourth: The Ratio and Proportion Between Education Before and After the War The relationship between the two stages can be viewed as a transition from planned education to diagnosis and needs-based education. If a student before the war learned a specific set of skills during the academic year, the post-war phase first requires knowing the percentage of these skills that have been acquired, then determining the amount of loss, and after that, developing a plan to compensate for it. For example, if a student is expected to master ten essential reading skills and the diagnosis shows they have only mastered six skills, then there are four skills that require remedial intervention. This does not mean that the student is weak; rather, it indicates that exceptional circumstances affected learning opportunities, and therefore, the educational response should be based on support rather than judgment. Thus, the ratio and proportion become a tool for understanding the educational gap and not just numbers; the goal of measuring the mastery ratio is to reach a clear picture that helps the teacher make the appropriate decision. Fifth: The Teacher's Role in Addressing Educational Loss The teacher has a fundamental role in the post-war phase, as they are closest to the students and best able to observe their educational needs. Their role is not limited to delivering lessons; it begins with diagnosis, then analyzing results, determining priorities, and developing remedial activities that match students' levels. The teacher should also consider individual differences and use flexible teaching strategies based on activity, participation, and gradual learning, while providing continuous feedback to students. Additionally, it is essential to consider the psychological and social conditions that students have experienced; education in crisis situations cannot be separated from providing a safe and supportive learning environment that helps the child regain a sense of stability and the ability to learn. Sixth: From Diagnosis to Educational Recovery Diagnosing educational loss should not be an end in itself, but rather a first step toward recovery. After identifying areas of weakness, short- and medium-term remedial plans should be designed, focusing on essential skills, especially reading, writing, arithmetic, comprehension, and thinking. Students should also be re-evaluated periodically to assess their progress and adjust plans according to the results. Educational recovery is an ongoing process and not a one-time test. Conclusion The comparison between education before the war and the reality of education after the war reveals an educational gap that requires organized and studied educational intervention. While education before the war relied more on the regularity of plans and curricula, education in the post-war phase needs to start from diagnosing the student's reality first, and then building education according to their actual needs. Therefore, diagnosing educational loss represents an educational and humanitarian responsibility, as it helps rebuild what students have lost in terms of skills and knowledge, and gives every child a real opportunity to return to their educational path. Recovery from the effects of war is not complete by merely reopening classrooms; it involves rebuilding the student's ability to learn, progress, and trust in their abilities. The best starting point in the post-war phase is: first, we know where the student stands, then we determine where they should reach, and afterward, we build the path between them.