In a move aimed to address the ongoing educational crisis in Lebanon, the head of the Kataeb Party's Educational Council, Challita Bou Tanios, has reached out to various stakeholders within the education sector, as he conducted a series of discussions, notably with Father Youssef Nasr, the Secretary-General of Catholic Schools, as well as numerous school directors from different regions across Lebanon.

The discussions highlighted a growing consensus among educational leaders regarding the negative impact of the ongoing school closures, which they argue primarily serve the interests of Israel.

"The closure of schools in Lebanon serves the interests of Israel, whose goals include paralyzing education in Lebanon and regressing the Lebanese people to a state of backwardness," the council's statement emphasized. 

The council pointed out that the continued closure of schools in non-combat areas drives families to consider emigration, as parents prioritize their children's education as a means of securing a better future. The statement further noted that “most educational institutions, regardless of their orientations, view the closure of schools as a significant blow to education and teaching in Lebanon, despite some differences in opinions.”

Given these circumstances, the Educational Council of the Lebanese Kataeb Party has issued a set of demands aimed at facilitating the reopening of schools:

1. Emergency Plan: The council calls on the Lebanese government, including the Ministry of Education, to develop an emergency plan to tackle the educational crisis and enable schools to reopen as swiftly as possible.

2. Institutional Autonomy: Educational institutions in Lebanon should be granted the autonomy to make decisions that are appropriate for their geographical, social, and educational contexts.

3. Collaboration for Solutions: There should be collaboration between private educational institutions, the Ministry of Education, and parents' committees to devise solutions that allow Lebanese students who have been displaced to receive education—whether in-person, remotely, or through a hybrid approach—similar to their peers in other regions of the country.