2014年-世界发展银行全球_The_Resilience_of_Syrian_Refugee_Children_in_Lebanon___What_Do_They_Need_to_Acquire_Quality_Education__60页_2mb

Summary of the Education Resilience Approaches (ERA) Program Study on Syrian Refugee Children in Lebanon

Core Content

This study explores the challenges and opportunities faced by Syrian refugee children in accessing and succeeding in education within the Lebanese context. Conducted at Jusoor Non-Formal Education Centre in Beirut, it is based on the Education Resilience Approaches (ERA) framework, which integrates resilience theory and a transformative research paradigm. The study highlights the importance of understanding both risks and assets in education systems affected by adversity, particularly for refugee children.

Main Research Questions

• What processes and factors help Syrian refugee students adapt better to living and studying in Lebanon and its schools?
• What difficulties do Syrian students experience in Lebanese schools?
• How can refugee education programs, especially non-formal education programs, support Syrian children and youth to adapt and perform well in Lebanese schools?

Key Findings

• Language Barrier: Although a significant challenge, many children overcome it through extracurricular language instruction and family support.
• Social and Economic Factors: Syrian parents from lower socio-economic backgrounds face limitations in providing educational and emotional support, which affects children's resilience.
• Exposure to Violence: Many Syrian children have experienced violence in Syria or within their families, leading to increased sensitivity to discrimination.
• School Dropout: The combination of language, cultural, and socio-economic barriers contributes to higher dropout rates among Syrian children.
• Gender Differences: Girls and boys face different challenges, with girls often experiencing more discrimination and boys facing more exposure to violence.
• Nostalgia and Discrimination: Feelings of discrimination among Lebanese peers are often based on perceptions rather than real incidents, indicating potential for inclusive programs.
• Teacher Preparedness: Lebanese teachers and staff generally lack training to address the special needs of Syrian refugee students, which affects the quality of education they receive.
• Role of Non-Formal Education Centers: Jusoor and similar centers provide essential socio-emotional and educational support, which is not available in the Lebanese public system. These centers play a crucial role in helping Syrian children adapt to formal schooling.

Theoretical Background

The ERA framework is grounded in resilience theory, which views resilience as both an individual capacity and a function of the social ecology surrounding a person. It emphasizes the need to understand the context and the real experiences of vulnerable populations rather than assuming a predefined reality. The framework also supports the use of mixed-method research to gather both qualitative and quantitative data, offering a more comprehensive understanding of the situation.

Study Design

• Population at Risk: Syrian refugee children in Lebanon who attend non-formal education centers, have access to Lebanese public schools, or have dropped out.
• Methodology: Qualitative approach using focus groups and interviews. A second quantitative phase is recommended for future research.
• Research Questions: Derived from the central question, focusing on adaptation processes, difficulties, and the role of non-formal education.
• Sample: Syrian children and volunteers at Jusoor Non-Formal Education Centre.
• Data Collection: Interviews and focus groups with students, teachers, and volunteers.
• Analysis: Thematic and narrative analysis of collected data.
• Ethics and Participation: Ensured ethical standards and involved local stakeholders in the research process.

Recommendations

• Immediate Actions: Provide language support and socio-emotional assistance to help Syrian children adapt to Lebanese schools.
• Parental Engagement: Develop awareness and support programs that involve Syrian parents to enhance children's retention in school.
• Teacher Training: Offer specialized training to Lebanese teachers to better support Syrian refugee students.
• Inclusive School Environment: Encourage collaboration between Syrian and Lebanese students to foster inclusion and reduce discrimination.
• Systemic Reforms: Address the structural limitations of the Lebanese public education system to better accommodate refugee children.
• Quantitative Research: Conduct a quantitative phase to generalize findings and evaluate the impact of identified risks and assets on a larger scale.

Conclusion

This pilot study highlights the complex interplay of risks and assets in the educational context of Syrian refugee children in Lebanon. It underscores the importance of local, culturally sensitive support systems and the need for both immediate and systemic interventions to improve educational outcomes for this vulnerable population. The study also calls for further research to fully understand the potential of the Syrian diaspora in fostering educational resilience.