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SYRIA EDUCATION SECTOR ANALYSIS the Effects of the Crisis on Education in Syria, 2010-2015

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SYRIA EDUCATION SECTOR ANALYSIS the Effects of the Crisis on Education in Syria, 2010-2015 SYRIA EDUCATION SECTOR ANALYSIS The effects of the crisis on education in Syria, 2010-2015 EXECUTIVE SUMMARY SYRIA EDUCATION SECTOR ANALYSIS The effects of the crisis on education in Syria, 2010-2015 EXECUTIVE SUMMARY unite for children © 2016 UNICEF MENA Regional Office Cover photo: © UNICEF/2015/Sonoda Acknowledgements The Syria education sector analysis: The effects of the crisis on education in Syria, 2010-2015 – Executive Summary summarizes the findings of two studies: The Syria education sector analysis: The effects of the crisis on education in areas controlled by the Government of Syria, 2010-2015 and the Syria education sector analysis: The effects of the crisis on education in areas controlled by opposition groups, 2010-2015. The two studies were 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. For the study on areas controlled by the Government of Syria: Houda Sheikh Al Shabab, Director of Planning and International Cooperation, and Maher Mardini, Head of Statistical Department from the Ministry of Education, were instrumental in providing the EMIS data necessary to carry out the quantitative analysis. Special thanks go to Ali Rustom, Director of Population and Social Statistics from the Central Bureau of Statistics, who supported the planning and the implementation of the qualitative analysis. The Whole of Syria (WoS) Damascus Hub members reviewed several drafts of the document. The UNICEF Syria country office team, particularly Amson Simbolon, Tomoya Sonoda and Ranim Aldamman, contributed with technical inputs and valuable information. For the study on areas controlled by opposition groups: 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 Acronyms vi Introduction 1 PART I QUANTITATIVE DATA ANALYSIS 3 PART II QUALITATIVE DATA ANALYSIS 5 1 Cross-domain concerns 5 2 Foundational Standards 6 Community participation 6 Coordination 7 Analysis 8 3 Access and learning environment 10 Equal access 10 Protection and well-being 12 Facilities and services 15 4 Teaching and learning 17 Curricula 17 Training, professional development and support 19 Instruction and learning processes 22 Assessment and learning outcomes 24 5 Teachers and education personnel 26 Recruitment and selection of teachers and other education personnel 26 Conditions of work 27 Support and supervision 29 6 Education policy 29 Law and policy formulation 29 Planning and implementation 30 7 Donors’ and sector partners’ response 30 Conclusions and recommendations 32 Acronyms 4Ws Who has done What, Where and When CBS Central Bureau of Statistics CLC community learning centre CPI consumer price index DoE Directorate of Education EiE education in emergencies EMIS education management information system ESWG Education Sector Working Group (Damascus-based) GBV gender-based violence GDP gross domestic product GER gross enrolment ratio GPI gender parity index INEE Inter-Agency Network for Education in Emergencies MoE Ministry of Education NGO non-governmental organization OCHA United Nations Office for the Coordination of Humanitarian Affairs SHARP Syria Humanitarian Assistance Response Plan SIG Syrian Interim Government SRP strategic response plan UNHCR United Nations High Commissioner for Refugees UNICEF United Nations Children’s Fund UNRWA United Nations Relief and Works Agency for Palestine Refugees in the Near East WoS Whole of Syria vi Introduction Five years after the Syrian crisis began in March 2011, an estimated 13.5 million people are now in need of some form of humanitarian assistance. A total of 6.5 million people, of which 2.8 million are children, have been internally displaced.1 Almost 4.2 million people, 1.4 million of which are school-age children, have left the country as refugees.2 If children do not return to school, the loss of human capital formation due to the increased drop out from school could reach US$10.7 billion, or 17.7 per cent of Syria’s 2010 gross domestic product (GDP).3 Indeed, the economy has contracted by more than 40 per cent since the crisis began. The literature estimates that life expectancy has reduced by almost 13 years, and that, thus far, Syria’s development has regressed by as much as four decades.4 The crisis has deeply impacted children and their ability to access high quality education with equity. In October 2015, 5.4 million school age children were in need of humanitarian assistance.5 Education, as well as other social services, have been compromised by the destruction of infrastructure, population shifts, loss of life and consequent distress. This Executive Summary summarizes the findings of two studies: The Syria education sector analysis: The effects of the crisis on education in areas controlled by the Government of Syria, 2010-2015 and the Syria education sector analysis: The effects of the crisis on education in areas controlled by opposition groups, 2010-2015. It describes the current state of education in the Whole of Syria (WoS).6 The studies utilize three sources of data: (1) education census data; (2) survey results from 59 schools in government-controlled areas and 122 schools in opposition-controlled areas; and (3) relevant literature written on the subject. As the circumstances within Syria are neither static nor homogeneous, any remedial interventions proposed require further investigation and should, in all cases, be contextualized appropriately for the circumstances at that time and for that area. 1 United Nations Office for the Coordination of Humanitarian Affairs, Syrian Arab Republic Humanitarian Response Plan, OCHA, 2016. 2 Based on data reported by United Nations High Commissioner for Refugees (UNHCR) on the number of refugees in Egypt, Iraq, Jordan, Lebanon and Turkey. Number of children based on age cohort 5-17 years. 3 United Nations Children’s Fund, Economic Loss from School Dropout due to the Syria Crisis: A cost-benefit analysis of the impact of the Syria crisis on the Education sector, UNICEF, Amman, 2015. 4 OCHA Syria Humanitarian Response Plan, 2016. 5 United Nations Office for the Coordination of Humanitarian Affairs, Syrian Arab Republic Humanitarian Needs Overview, OCHA, 2016. 6 A term used to describe all areas of Syria, whether under the Government of Syria or opposition groups. 1 © UNICEF/2014 PART I QUANTITATIVE DATA ANALYSIS Using the Government of Syria’s education management information system (EMIS) and other data reporting services, a quantitative analysis was conducted examining the impact of the crisis on enrolment, the availability of facilities, the quality of facilities, effects on education personnel and on Syrian refugees in neighbouring countries from 2011 to 2015. Enrolment. Out-of-school children ratios, gross enrolment ratios (GER) and the number of students at risk of repeating grades or dropping out were acquired. To obtain these metrics, the study uses the out-of-school children’s conceptual framework formulated by the United Nations Children’s Fund (UNICEF).7 Because not all Syrian governorates and districts reported to the Ministry of Education (MoE) throughout the entire study period, the study accounted for data uncertainties by making three sets of calculations, each of which assumed different levels of functionality within districts: (1) none of the schools in an unreported area are functioning; (2) 25 per cent of schools are functioning; and (3) 50 per cent of schools are functioning.8 The analysis shows that 2.1 million children inside Syria are out of school in K-G12, of which 1.4 million are in K-G9. The number of school-age Syrian refugees increased drastically from 2011 to 2015. In October 2012, approximately 100,000 refugees of school age were reported. As of September 2015, this number increased thirteen-fold: There are now an estimated 1.3 million school-age Syrian refugees. This indicates that of all the Syrian children accounted for prior to the crisis, 20 per cent have become displaced.9 In terms of their enrolment, the refugee out-of-school-children rate is somewhat encouraging in that it has continually decreased from October 2012 to June 2015 and reduced from 73 per cent to 53 per cent. However, in terms of absolute numbers, the vast influx of refugees into neighbouring countries still means the number of out-of-school refugee children is very high. In October 2012, there were 27,000 out-of-school refugee children (out of 99,000 total refugee children).
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