2013年-世界发展银行全球_Palestine_Refugees___Education_Resilience_Case_Report_30页_543kb

Summary of the Education Resilience Approaches (ERA) Program Case Report: Palestine Refugees

Core Content

The Education Resilience Approaches (ERA) program is a complementary initiative to the Systems Approach for Better Education Results (SABER), designed to understand how education systems can support learning outcomes in adverse contexts. The report focuses on UNRWA students, who are Palestine refugees, and explores the factors contributing to their education resilience in the face of protracted displacement, conflict, and socio-economic challenges.

Main Points

1. Education Resilience Defined

Education resilience refers to the capacity of students, families, teachers, and education systems to continue learning and thriving despite adverse conditions. It is not a fixed trait but a dynamic process influenced by interactions, assets, and supports within the education community.

2. ERA Methodology

• The ERA program uses mixed-methods data collection to understand the local relevance of education services in difficult contexts.

• It includes three key tools:

  • RES-360°: A rapid diagnosis of risks, assets, and education programs.
  • RES-School: An assessment of how resilience is fostered through school functions.
  • RES-Research: A training module for universities and local researchers in fragile contexts.

• Unlike SABER, which benchmarks education systems, ERA focuses on collecting and analyzing local data to identify context-specific resilience factors and lessons learned.

3. The Palestine Refugee Case Study

• This case study is part of the initial pilot country studies that helped develop the ERA framework and tools.
• It focuses on the first three Education Resilience Components:
  1. Creating a collective understanding of education in adversity
  2. Supporting a positive engagement and assets in education communities
  3. Enabling relevant school level support
• The fourth component, which involves aligning the education system, is discussed using secondary data due to the scope of the study.

Key Findings

Education Resilience Component 1: Creating a Collective Understanding of Education in Adversity

• Proximal adversity (e.g., family issues, limited resources, conflict) has a more direct impact on students' learning than distant adversities.
• Students perceive education as a means of social and cultural identity, as well as a tool for improving their future.
• The collective value of education is reinforced by family, peers, and school staff, who emphasize its importance despite difficult living conditions.

Education Resilience Component 2: Supporting a Positive Engagement and Assets in Education Communities

• Students value teachers who provide socioemotional support, such as empathy, respect, and trust.
• Teachers are seen as confidants and supporters who help students navigate personal and external challenges.
• Quality pedagogy and clear explanations are essential for student engagement and academic success.
• High expectations, recognition of effort, and equity promoting measures (e.g., out-of-hours support) are key drivers of motivation and resilience.

Education Resilience Component 3: Enabling Relevant School Level Support

• School staff play a critical role in creating a welcoming and understanding environment.
• Teachers and principals often provide support beyond their professional duties, such as visiting students at home or offering additional academic help.
• UNRWA teachers, who are themselves Palestine refugees, are culturally and socially attuned to the students' challenges, enabling more relevant and effective support.

Policy Recommendations

• Education systems should focus on building collective understanding of the challenges faced by students in adversity.
• Schools must support socioemotional well-being through positive engagement with students and their families.
• Relevant and integrated school-level support is crucial for enabling students to succeed academically.
• Aligning institutional policies with the identified assets and risks can enhance the resilience of education systems in conflict-affected areas.

Conclusion

The ERA program provides a flexible and context-specific framework for understanding how education systems can support learning in adversity. The Palestine refugee case study highlights the resilience of students in the face of significant challenges, emphasizing the importance of socioemotional support, cultural relevance, and collective engagement. While the findings are specific to UNRWA schools in the West Bank, Gaza, and Jordan, they offer valuable insights for other countries affected by conflict and displacement.

The report underscores that resilience is not the absence of adversity, but the capacity to respond effectively to it. It calls for institutional alignment with local assets and strengths to better address the needs of vulnerable children and youth.

References and Links

• World Development Report 2011: https://www.worldbank.org/en/publication/wdr2011
• UNRWA: https://www.unrwa.org
• Bocco, 2010: https://www.unrwa.org

Supporting Materials

• Figure 1: ERA Framework Components and Levers
• Figure 2: Typology of Adversity for Palestinian Students
• Figure 3: The Meaning Resilient Palestinian Youth Attribute to Education (Disaggregated by Gender)
• Figure 4: Academic Guidance Provided by UNRWA Teachers
• Figure 5: Additional Themes of Support from UNRWA Schools and Staff