(A) The conflict between Western and Eastern relations has proven to be a tumultuous and long process in which many policies and proposition have stemmed. One proposition suggests education as a tool to end the unlawful use of violence. Syria agrees that terrorism can develop from a lack of knowledge, as well as outlash’s of perspectives derived from the use of compensatory, and conditioned powers as instruments of territoriality by the more powerful states operating within the global, political, and economic framework. Those of which history has shown are premised on western ideology and institutionalized in international charters and covenants. This, as well as the concern for education is held with high regard under Syria’s government, education promotes awareness, and in a way can provide a separate route from groups such as ISIL, SDF, or al-Nusra, that have wreaked havoc over Syria since the beginning of 2011. (B) The question arises, how can we introduce education as an option to stray from hate-filled terrorism when children are raised and introduced to a historical narrative of Western led attacks and bombings that have aimed to erase Eastern culture? Countries certain secularities have shown disregard for those of the Islamic origin, and have raised their people on a foundation of embracing Western culture and ideologies as the only accepted reality. This in turn molding contempt through Eastern countries; as average citizens are wrongly labeled as dangerous by the ethnicity they associate with. For over a decade, attempts to understand why some young muslims living in Western countries turn to violence in the name of religion have raised questions about Western foreign relations in the Middle East.
(B1) The Syrian Arab Republic discerns ISIL and other terrorist groups manipulate anger and grievances against Western intervention as a powerful recruiting tool, bearing in mind the families that have been greatly affected by this conflict, as well as schools and health centres. Certainly, it simply isn’t possible to find justification in any act of terrorism against innocent people, but it arises the query of whether western countries, in actuality, are interested in putting an end to terrorism; if backing rebel led infantry (ie. Train and Equip Program, 2012-2015, 2017) within Syria’s already conflicted zone is promoting peace or denoting the very ‘western morals’ ones constitution is founded on. (C) Consequently, of the various points to make about the west, this is always the most astounding: these same countries, who love to denounce the violence of Islam as some sort of terminal threat, live in countries whose governments unleash far more bombings, invasions, violence, and occupations than anyone else by far. The understanding that ‘violence begets violence’ has never been more emblematic.
(C1) In light of this, Syria calls for the formidable array of diplomatic and political power against Syria to be put to rest, to extinguish fires, not to trigger more conflict. (D) Education being implemented in countries holding Syrian refugees is held to the utmost regard at this time; while still deeming peaceful solutions under the al-Assad government a priority in the ongoing conflict within Syrian borders. Universal primary education enrolment was once achieved in the 2000s; now falling casualty to the multi-faced hostilities, over 90% of students are being forced out of major cities and into neighboring countries, without sufficient education. By working with UNICEF and countries holding Syrian refugees, Syria aims to provide the sufficient education, security and safety required for those affected, and in the future have them return to a once again orderly state.