I highly recommend the following article…
Theresa Frey has based her research around the following 3 questions..
- Who is accessing Education in Zaatari?
- How are certain groups accessing Education?
- What is the Learning Environment Of Zaatari?
A summary of her findings follow….
Who is accessing Education in Zaatari?
- The United Nations Children’s Emergency Fund (UNICEF) (2015) predicts that Syrian children are accessing education at the lowest rate of enrollment in the world.
- Save the Children (2015) estimates that half the children involved in the Syrian crisis are not receiving any form of education, formal or informal.
How are certain groups accessing Education?
- Currently, the girls are going to school in the morning between 8 a.m. to 12 p.m., and the boys between 12 p.m. to 4 p.m. This schedule follows a double shift system, where classes are taught in 35 minutes, as opposed to the 45 minutes classes in a typical school in Jordan.
What is the Learning Environment of Zaatari?
- There has been a change from a need for personal learning supplies , to supplies for the classroom, e.g.: whiteboards, libraries.
- Classes have been reduced to fewer than 50 students in most cases (UNICEF, JENA, 2013; CCFA, 2015).
- Reports indicate that in addition to classrooms being too crowded, noise levels have been reported to be so loud that it was difficult for students learn (UNICEF, JENA, 2014).
- Nutrition is also lacking for students in Za’atari, as very few students eat three meals a day.
- There are no breaks scheduled, and students across all ages said it was extremely difficult to stay focused without breaks (UNICEF, JENA 2013; UNICEF, JENA, 2014).
- Violence is also an on-going issue affecting school in Za’atari, as children have reported that the teachers are verbally abusive (UNICEF, JENA, 2013).
- Teachers have also reported very serious concerns with the psychosocial health of their students (UNICEF, JENA, 2013).
- Many teachers have expressed the need for psychosocial support, and for training that builds skills of classroom management and support the Syrian refugee students (UNICEF, JENA, 2013).