Transcript Redd Barnas arbeid i og rundt Syria

Education
– Syrian children cannot wait –
Annette Nyquist / Senior Education Adviser
Education and Conflict: the Past, Present and
Future Role of Norway’s Engagement
Education and the Conflict…
Looking back… quality education in
the making..
• Pedagogy and a new curriculum
• Protection and school councelling systems in the making
• Physical environment
• Participation of children, parents and community though
boards, councils and associations.
• Slowly but steadily increasing enrolment (esp. girls),
reducing repetition and increasing retention and
continuation to secodary and higher education
• More or less all childen went to school
• Quality Education was in reach…
Comparison of MoE basic education enrolment for 20102011, 2011-2012 and 2012-2013 (no figures are available for
Raqqa for 2012-2013)
Comparison of basic education enrolment
1,400,000
1,200,000
29%
1,000,000
800,000
600,000
61%
73%
400,000
54%
82%
64%
101%
91%
70%
0%
200,000
99%
108%
56%
110%
0
ALE
RDA
HOM
IDL
Students 2010/2011
HAM
DEZ
HAS
DAM
Students 2011/2012
DAR
RAQ
LAT
TAR
QUN
SWE
Students 2012/2013
Student enrollment decreased by 35%.  1.9mill dropped out or
did not enrol (of them about 900,000 children left the country)
Drop out rate per grade
Grade
Dropo
ut
1
2
3
4
5
6
7
8
9
39 %
42 %
41 %
40 %
40 %
39 %
40 %
34 %
30 %
Total
39 %
Current situation – access to education
denied for millions of Syrian children
• More than 20% of the teachers are no longer teaching
• About 18% of school councellors are no longer attending
• 3,004 schools are damaged and/or destroyed
• 1.007 schools are used as IDP shelters
– Leaving less than ¾ of the schools usable, thou many in
conflict areas and therefore difficult to use at times
• As a result, 1.615 school are currently operating on double
shifts
• Classroom-to-school ration has doubled (or trippled) in
some areas (35 65+)
Lebanon …
• The Lebanese public school system accomodates 300,000
Lebanese children
• Of the 700,000 Syrian refugees in Lebanon about 370,000
are children.
• Hence, in Lebanon the public education system needs to
double its capacity
– Double the number of spaces
– Address the acute shortage of teachers (number and
training)
– training in psychosocial support
• Curriculum and language issues
What are being done when the
situation is deteriorating…
Revised Syria Humanitarian Assistance
Response Plan (SHARP) | Jan-Dec 2013
• Ensure access to quality education in a safe and protective
learning environment
• Provide remedial eduaction (catch up classes) and psychosocial support
• Promote alternative learning opportunities
• Increase the capacity of schools in hosting displaced
children
• Provide adolescent boys and girls with vocational learning
opportunities and lifeskills
Positive steps in a bleak situation…
• While the humanitarian needs in the education sector
increases – more data is made available
– The data is shared more openly and widely, with
disagregation by sex and districts
– Collaboration amongst sectors and sharing of
information
– Formalize checklists and collection of data from partners
– Better access to assessments
Provides an evidence base of changes in needs
… but still there are huge gaps and areas uncovered….
Challenges
• Monitoring of interventions is a challenge.
• Education provision in conflict areas is a challenge because
of the lack of access, but also because of the conditions
placed on education by different armed groups, including in
some cases not allowing education at all, etc.
• There is a need for large scale capacity building in
education in emergencies and the INEE Minimum
Standards/Conflict Sensitive Education.
• The needs are growing day by day… Additional partners
with strong education in emergencies experience need to
work in Syria.
The Syria response in light of conflict
sensitive education
• The responce plan (SHARP) focus on the four pillars
Pedagogy, Protection, Physical environment and
Participation
• The curriculum used since the last school year concentrate
on core subjects to minimize sensitive parts – hence
teachers prefer using the official curriculum.
• Changes in policies to increase access (voluntary use of
uniform, less needs for school record papers when enroling
in a new school due to displacement, access exams)
• Advocate for safe schools through the Back to School
campaign
• UXO campaign and other safety related campaigns
Regional Syria response
•
Save the Children is a key actor in the regional response
•
Syria, Libanon, Jordan, Iraq, Egypt and Turkey
• Aims to reach over 1.5 million children and adults by
2014
• By now, SCI has reached over 710,052, 413,252 are
children -> over 47 % by now
• Norway is contribues 41 MNOK (only in Syria).
• Multisectoral programming in all countries; Education,
Protection, Food security, NFI (cloths, blankets, hygiene
kits, etc), WASH, Shelter, Livelihoods
LIBANON
12 weeks intensive Accelerated Learning
Programme for Syrian school children (ALP)
Ibrahim is 12 years
old and had to leave
Homs about 2 years
ago. He now attends
an ALP learning
programme
supported by
SCI/UNICEF.
Because he has a
vision imparement
SCI also supported
him with new
reading glasses.
JORDAN
Back to School campaign SCI & UNICEF
http://www.youtube.com/watch?v=S4JkjUzxAP0&app=desktop