SYRIA EDUCATION SECTOR ANALYSIS the Effects of the Crisis on Education in Areas Controlled by Opposition Groups, 2010-2015
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SYRIA EDUCATION SECTOR ANALYSIS The effects of the crisis on education in areas controlled by opposition groups, 2010-2015 Syria Response (Southern Turkey) Education Cluster SYRIA EDUCATION SECTOR ANALYSIS The effects of the crisis on education in areas controlled by opposition groups, 2010-2015 Syria Response (Southern Turkey) Education Cluster © 2016 UNICEF MENA Regional Office Cover photo: © UNICEF/2015/Sonoda Acknowledgements The Syria education sector analysis: The effects of the crisis on education in areas controlled by opposition groups, 2010-2015 was conducted by Suguru Mizunoya, Assistant Programme Director of the MSSc Programme in Global Political Economy and Assistant Professor in the Faculty of Social Science at the Chinese University of Hong Kong, and Robert West, independent consultant. Maja Denic Munk, independent consultant, coordinated 13 active NGO members of the Whole of Syria (WoS) Gaziantep Education Cluster, all of whom conducted the fieldwork to collect the data that informed the qualitative analysis. These include: Maher Tayseer and Hadi Mohamad from ACU; Ammar Alazmah from BINAA Organization for Development; Roaa Al-Sahmi and Nuha Maatouq from Ghiras Alnahda; Baker Asal from Masarrat; Jonathan Gray from NRC; Mutasem Abou Alshamat from Olive Branch; Ola Batta, Alyson Gombas and Ben Hill from People in Need; Aya Alhaldi and Muhamad Manaa from Save the Children; Fadia Shaker from Syria Bright Future; Hussam Haboub from the Syria Commission for Education; Mohamad Yaman from Syria Relief Network; and Riyad Al-Najeem from Hurrass. Hend Al Bakkar and Mohammed Zahid Almasri from PAC and Abdulrahim al-Jamal from UOSSM provided the logistical support for the training and the debriefing of data collectors, while Karam Alameer, independent consultant, supported data entry. The WoS Gaziantep Hub members, under the coordination of Afnan Al Hadidi and Muhammad Farhad from UNICEF and Elizabeth Lock and Maher Ghazi from Save the Children, and the WoS Amman Hub members, under the coordination of Francesco Calcagno from UNICEF, contributed with technical inputs and valuable information. The Education Section team of the UNICEF MENA Regional Office supported coordination and technical reviews. The tireless engagement in this work has been remarkable and underlines the commitment of all stakeholders to provide sound and robust evidence-based analysis to guide the programmatic response to the education needs of Syrian children. Contents List of figures vi List of tables vii List of boxes and maps ix Acronyms x Abbreviated titles xi Executive Summary 1 Introduction 23 PART I QUANTITATIVE ANALYSIS 26 1 Introduction 26 2 Methodology 26 3 Enrolment 28 4 Estimating GERs and out-of-school children 45 5 Supply of educational resources 50 6 Education Severity Scale 64 7 Conclusion and recommendations 65 PART II QUALITATIVE ANALYSIS 69 1 Introduction 69 2 Cross-cutting concerns 72 3 Foundational standards 73 4 Access and learning environment 85 5 Teaching and learning 113 6 Teachers and education personnel 132 7 Education policy 141 8 Donors’ and sector partners’ response 142 9 Conclusions and recommendations 146 Annex: Summary of main recommendations 152 List of figures Figure 1.1 Conceptual framework of the five dimensions of UNICEF’s exclusion model 28 Figure 2.1 Percentage of groups identifying specific priorities to improve education 72 Figure 2.2 Identified challenges to education 73 Figure 2.3 Areas of responsibility for 53 local councils 75 Figure 2.4 Relationship between the local council and school administration 76 Figure 2.5 Ways in which local councils might improve their relationship with schools 76 Figure 2.6 Examples of communities, or schools, solving their own problems 77 Figure 2.7 The participation of caregivers in the learning process: Teachers’ perspective 78 Figure 2.8 Authorities and organizations receiving statistical returns from schools 83 Figure 2.9 School size by enrolment 86 Figure 2.10 GPI for students 87 Figure 2.11 Reasons why children do not attend school 90 Figure 2.12 Children not attending school because education is not a priority 90 Figure 2.13 Special needs of children in the community: Parents’ perceptions 94 Figure 2.14 Security problems experienced at school or between home and school 96 Figure 2.15 Security problems experienced by the school during the current year 97 Figure 2.16 Surveyed schools having an emergency plan 98 Figure 2.17 Discrimination at school 99 Figure 2.18 Discrimination at school according to the gender of student group members 99 Figure 2.19 Discrimination at school according to the school’s grade levels: Students’ perceptions 99 Figure 2.20 Victims of discrimination at school (top five on aggregated rankings) 100 Figure 2.21 Victims of discrimination by gender of students’ group members 100 Figure 2.22 Perpetrators of discrimination at school 100 Figure 2.23 What students dislike about going to school 101 Figure 2.24 “Well-being” services offered by schools 106 Figure 2.25 Types of learning spaces 107 Figure 2.26 School size by number of classrooms 107 Figure 2.27 Student-classroom ratios 108 Figure 2.28 Average, minimum and maximum student-classroom ratios (depicted as SCR) 108 Figure 2.29 Utilities available to schools 109 Figure 2.30 Availability of potable water to surveyed schools by governorate 109 Figure 2.31 Toilet and handwashing facilities at schools 109 Figure 2.32 Availability of classroom furniture 110 Figure 2.33 Curriculum used by school and head teachers’ view of local council’s preference 114 Figure 2.34 Curriculum used by surveyed schools by governorate 115 Figure 2.35 Parents’ preference of curriculum 115 Figure 2.36 Percentage of surveyed schools offering subjects of the curriculum 116 Figure 2.37 Extracurricular activities offered by surveyed schools 117 vi Figure 2.38 Duration of first shift at surveyed schools 118 Figure 2.39 Reasons for unscheduled closing of surveyed schools 118 Figure 2.40 Location of surveyed schools that did not experience temporary closure 119 Figure 2.41 Location of surveyed schools that closed temporarily for violence-related reasons 119 Figure 2.42 Location of surveyed schools that closed for weather, utilities and 119 health-related reasons Figure 2.43 Location of surveyed schools that closed temporarily for financial and other reasons 120 Figure 2.44 Skills in which teachers need training 121 Figure 2.45 Skills in which head teachers need training 122 Figure 2.46 Percentage of surveyed schools having certain STRs 124 Figure 2.47 Average, minimum and maximum STRs at surveyed schools by governorate 124 Figure 2.48 Availability of teaching equipment at surveyed schools 125 Figure 2.49 Problems of having students of different ages in the same class 126 Figure 2.50 How parents assist their children with their schooling: Students’ perspective 127 Figure 2.51 How parents assist their children with their schooling: Parents’ perspective 127 Figure 2.52 Adequacy of students’ attendance records at surveyed schools 128 Figure 2.53 Difficulties experienced by students at surveyed schools in taking their tests 129 Figure 2.54 Regular use of report cards 130 Figure 2.55 Difficulties faced by students of surveyed schools in taking formal examinations 130 Figure 2.56 Qualified and unqualified teachers in surveyed schools 133 Figure 2.57 Proportion of qualified teachers in surveyed schools 134 Figure 2.58 Proportion of qualified teachers at surveyed schools in each governorate and 134 in the sub-district with lowest (minimum) and highest (maximum) proportion of qualified teachers Figure 2.59 GPI for teachers at surveyed schools 135 Figure 2.60 GPI for teachers of surveyed schools by governorate 135 Figure 2.61 Proportion of teachers at school when they should be 136 Figure 2.62 Reasons for teachers’ absence from surveyed schools 136 Figure 2.63 Paid and “volunteer” teachers at surveyed schools 138 Figure 2.64 Source of teachers’ remuneration as reported by teachers and head teachers 138 Figure 2.65 Frequency of salary payments to teachers at surveyed schools 139 Figure 2.66 Risks faced by teachers of surveyed schools in collecting their salaries 139 Figure 2.67 What motivates teachers to teach in the crisis situation 140 Figure 2.68 Direct and indirect ways in which the local and wider community can support 140 teachers Figure 2.69 Ways in which the community can provide support specifically for teachers 141 List of tables Table 1 Adult literacy rate, 15 years of age and over (percentage) 24 Table 2 Primary school GERs (percentage) 24 vii Table 1.1 Number of districts reporting to the EMIS by governorate and year 27 Table 1.2 Summary of unreported districts by educational level and governorate 27 in 2012/13 and 2013/14 Table 1.3 Estimated Syrian population by year, source and educational category 30 Table 1.4 Estimated Syrian refugee population in Turkey, Lebanon, Jordan, Iraq and Egypt 31 by year and educational category Table 1.5 Total enrolment estimates in Syria under different scenarios by year and 31 educational category Table 1.6 Syrian repetition and drop-out rates by educational level and year 32 Table 1.7 National enrolment (in thousands) by sex, educational level and year 32 Table 1.8 Changes in national enrolment (thousands) from 2010/11 by sex, educational level 33 and year Table 1.9 National enrolment as percentage of 2010/11 level by sex, educational level and year 33 Table 1.10 Changes in enrolment from 2012/13 to 2014/15 by educational level and governorate 34 Table 1.11 Kindergarten enrolment and as percentage