The hon. Member for Wallasey highlighted the deficiencies in Palestinian school textbooks, but he asked if she accepts that the overall conclusion of the Georg Eckert report is that the textbooks adhere to UNESCO standards and adopt criteria prominent in international education discourse. Concerned about the debate on Israel-Palestine, Alistair Carmichael emphasised the need for a two-state solution while cautioning against taking sides. He highlighted that accepting parts of the Georg Eckert Institute report selectively undermines its credibility and urged rigorous analysis of educational standards in both Palestine and Israel. Asked the Minister to confirm if the Government accept the conclusions of the report, specifically stating that the materials conformed to UNESCO standards.

Mr. Slaughter argued for a two-state solution, emphasizing the importance of adhering to international law by all parties involved in the conflict. He acknowledged issues with Palestinian textbooks but noted that there is willingness from the Palestinian Minister for Education to address them. Mr. Slaughter also pointed out inequalities caused by the military occupation and called for an end to it. He questioned the consistency of the hon. Lady's stance, noting her reliance on evidence within the report while also finding it unsatisfactory.

He raised concerns about the Palestinian curriculum being deeply flawed and rife with material that passes hatred and prejudice on to new generations, exacerbating conflict. He mentioned the distribution of supplementary educational materials by UNRWA that glorified terrorism and incited violence against Israel, noting UK funding towards UNRWA and Palestinian teachers' salaries.

The MP discussed the EU's review of Palestinian school textbooks conducted by the Georg Eckert Institute. He highlighted that while there are legitimate areas of concern, the report indicates progress in addressing antisemitism and promoting tolerance. The MP criticised IMPACT-se for exaggerating findings and distorting the report's conclusions. He called on the Government to ensure no UK funding goes towards IMPACT-se due to its lack of objectivity.

Chris Green questioned Julie Elliott about the inclusion of contentious issues in subjects such as maths, suggesting it indicates a deliberate effort to promote anti-Israel sentiment. Chris Green congratulated Caroline Ansell for securing the debate, highlighting that school textbooks play a crucial role in transmitting societal values. He noted evidence suggesting Palestinian textbooks contain antisemitic materials delegitimising Israel, including teaching about slingshots as weapons against Israelis. He urged the government to use aid influence to correct these materials.

My hon. Friend noted Norway's reduction in funding and the US's complete removal of funding for Palestinian education but suggested that removing our funding is not the right way to proceed, instead proposing reforms to ensure every child gets a meaningful education. He expressed strong support for a two-state solution but argued that urgent action is needed to address extremism in the Palestinian school curriculum as documented by the EU review. He criticized the Palestinian Authority's promotion of antisemitic ideas and questioned why the Government has not taken action on the curriculum over the past two decades. Christian Wakeford questioned how changes can be made when the Palestinian Prime Minister has vowed to continue printing the textbooks, even if it means funding them through utilities bills. Noted that some parts of the report were more up-to-date than others, highlighting a smaller sample from the most recent academic year.

The findings of the GEI review on Palestinian textbooks are damaging and do not come as a surprise. The report thoroughly assesses 156 textbooks and 16 teacher guides published between 2017 and 2019, offering an authoritative assessment of Palestinian education. The FCDO has left itself open to questions through its previous refutations and lack of evidence regarding the use of UK aid funds.

Mr. Howell expressed concerns about the teaching of Palestinian children, stating that they are taught to hate Israel and Jews through textbooks that incite violence. He highlighted alarming examples such as schools named after terrorists and Nazi collaborators, and textbooks containing images suggesting violent resistance against Israel is justified. Mr. Howell also noted that students in UNRWA schools have expressed readiness for acts of violence against Israelis. Joined in expressing concerns, particularly regarding maths textbooks and the use of maps.

Condemning any incitement to violence and antisemitism, Julie Elliott highlighted the need for a comprehensive view of Palestinian and Israeli education. She noted that while there is room for improvement in both systems, the reality of daily life for Palestinian children, including killings, arrests, and threats from settlers, significantly impacts their experiences more than textbook content.

Mary Robinson thanked Caroline Ansell for securing the debate, highlighting that Palestinian textbooks are riddled with antisemitism and glorification of terrorism. She criticised the recent EU report for falsely claiming improvements in the curriculum, citing an example where a maths question about suicide bombers was replaced by one implying Israel steals land from Palestinians. Robinson argued that young minds absorb what they learn and called on the Government to reassess its stance given the new evidence. Expressed concerns about anti-Israel and antisemitic comments in textbooks.

Miriam Cates praised Caroline Ansell for organising the debate, emphasising that truthful and neutral teaching about history is vital for peace. She highlighted the EU review findings indicating extremist ideas in Palestinian school curricula, including glorification of violence against Israelis. She called on the UK to hold the Palestinian Authority accountable and work towards a peaceful narrative. Said most Members had visited the region, and mentioned her own visits as part of the International Development Committee.

Asked for a balanced debate and commented on the polarising nature of discussions involving 'EU' and 'Palestine'.

My hon. Friend pointed out a concern about the disconnect between what the executive summary says and the conclusions and real evidence contained deep within the body of the report, suggesting that this is what we should be discussing today. For years, British and European parliamentarians have raised concerns about problematic examples of what is taught in Palestinian schools. These issues foster a culture of hate and violence and work against the aims of many Governments supporting a viable two-state solution in the Middle East. The review's contents are problematic, but Members with different viewpoints agree that there are problematic examples to address.

Wayne David highlighted the importance of educational material in shaping children's understanding and values, noting that while formal textbooks are crucial, they are not the only influence on Palestinian children. He praised the EU report for its objectivity but expressed concern over one-sided representations of Israel in textbooks and disturbing references to antisemitism and jihad. Inquired about future monitoring of Palestinian textbooks since EU reports may not be as accessible in the future.