SYRIA EDUCATION SECTOR ANALYSIS the Effects of the Crisis on Education in Areas Controlled by the Government of Syria, 2010-2015
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SYRIA EDUCATION SECTOR ANALYSIS The effects of the crisis on education in areas controlled by the Government of Syria, 2010-2015 SYRIA EDUCATION SECTOR ANALYSIS The effects of the crisis on education in areas controlled by the Government of Syria, 2010-2015 © 2016 UNICEF Syria Cover photo: © UNICEF/2015/Sonoda Acknowledgements The Syria education sector analysis: The effects of the crisis on education in areas controlled by the Government of Syria, 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. 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. 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 x Acronyms xi Abbreviated titles xii Executive Summary 1 Introduction 21 PART I QUANTITATIVE ANALYSIS 24 1 Introduction 24 2 Methodology 24 3 Enrolment 26 4 Estimating GERs and out-of-school children 43 5 Supply of educational resources 48 6 Education Severity Scale 62 7 Conclusion and recommendations 63 PART II QUALITATIVE ANALYSIS 67 1 Introduction 67 2 Cross-cutting concerns 73 3 Foundational standards 83 4 Access and learning environment 92 5 Teaching and learning 125 6 Teachers and other education personnel 138 7 Education policy 144 8 Donors’ and sector partners’ response 145 9 Conclusions and recommendations 149 Annex: Summary of main recommendations 157 List of figures Figure 1.1 Conceptual framework of the five dimensions of UNICEF’s exclusion model 26 Figure 2.1 INEE minimum standards for education 71 Figure 2.2 Changes observed since the start of the crisis by parents 73 Figure 2.3 Changes observed since the start of the crisis by children 73 Figure 2.4 Changes observed since the start of the crisis by parents, by governorate 74 Figure 2.5 Changes observed since the start of the crisis by children, by governorate 74 Figure 2.6 Greatest needs of children of the community identified by key informants 75 Figure 2.7 Changes observed since the start of the crisis by teachers 76 Figure 2.8 Changes observed since the start of the crisis by teachers, by governorate 76 Figure 2.9 Parents’ main concerns about their children’s education 77 Figure 2.10 What key informants saw as better about the school prior to the crisis 78 Figure 2.11 Main concerns about education conditions in Syria: Perspective of key informants 78 Figure 2.12 Key informants’ main concerns about education conditions, by gender of respondents 79 Figure 2.13 Key informants’ main concerns about education conditions, by governorate 79 Figure 2.14 What needs to change at school for students to get a good education 79 Figure 2.15 Priority needs of the school identified by principals 80 Figure 2.16 “Other” priority needs of schools identified by principals 80 Figure 2.17 Greatest needs of schools in neighbourhood as observed by enumerators 81 Figure 2.18 What students would like to see change at their school? 81 Figure 2.19 What children like best about going to school 82 Figure 2.20 The greatest needs of communities according to key informants 84 Figure 2.21 How parents, working together, may improve their children’s education 86 Figure 2.22 What school authorities should be attending to, according to key informants 88 Figure 2.23 Priorities for assistance from donors and NGOs 89 Figure 2.24 Assistance provided to schools from NGOs and other organizations 89 Figure 2.25 Priorities for assistance from the authorities or NGOs, as expressed by teachers 90 Figure 2.26 Percentage of neighbourhoods in which the indicated proportion of children appear 102 to attend school Figure 2.27 Percentage of surveyed neighbourhoods having the indicated enrolment before 103 the crisis Figure 2.28 Proportion of surveyed neighbourhoods having the indicated enrolment at the end 103 of the 2014/15 school year Figure 2.29 Displaced students as percentage of total enrolment at surveyed schools 104 Figure 2.30 Reasons why children have dropped out of surveyed schools 106 Figure 2.31 Reasons for changes in dropout over the period of the crisis 107 Figure 2.32 Reasons for changes in dropout in neighbourhoods surveyed, by governorate 107 Figure 2.33 Children’s perspective on why children are out of school 108 Figure 2.34 Reasons why focus group children were out of school during the 2013/14 and 108 2014/15 school years vi Figure 2.35 Number of surveyed neighbourhoods with and without kindergarten 111 Figure 2.36 Main risks to children in the community: Parents’ perspective 113 Figure 2.37 Effects of unrest in the neighbourhood as reported by key informants 114 Figure 2.38 Incidence of insecurity/fear, vandalism, and violent actions in surveyed 114 neighbourhoods Figure 2.39 Risks faced by children in the community, as reported by key informants 115 Figure 2.40 How to make the School Environment Safe: Perspective of Key Informants 116 Figure 2.41 Children’s activities outside school hours (as indicated by children, and by parents 120 for the time of the survey and prior to the crisis) Figure 2.42 School subjects children like best 127 Figure 2.43 Challenges experienced by teachers 130 Figure 2.44 Duration of each shift in hours 131 Figure 2.45 Average class size prior to and during the crisis, as reported by key informants 131 Figure 2.46 What can be done to improve students’ learning, according to teachers 134 Figure 2.47 Ways to help students catch up on the missed work 134 Figure 2.48 Ways in which teachers have changed their teaching practices as a result of the crisis 135 Figure 2.49 Proportion of qualified teachers at surveyed schools, by governorate 139 Figure 2.50 Proportion of qualified teachers at schools surveyed 140 Figure 2.51 Proportion of qualified teachers at school nearest to key informant 140 Figure 2.52 Proportion of teachers still teaching after four years of the crisis 140 Figure 2.53 Reasons why teachers employed before the crisis are no longer teaching 141 Figure 2.54 Aspects checked during the most recent supervisory visit to the school 144 List of tables Table 1 Adult literacy rate, 15 years of age and over (percentage) 22 Table 2 Primary school GERs (percentage) 22 Table 1.1 Number of districts reporting to the EMIS by governorate and year 25 Table 1.2 Summary of unreported districts by educational level and governorate 25 in 2012/13 and 2013/14 Table 1.3 Estimated Syrian population by year, source and educational category 28 Table 1.4 Estimated Syrian refugee population in Turkey, Lebanon, Jordan, Iraq and Egypt 29 by year and educational category Table 1.5 Total enrolment estimates in Syria under different scenarios by year and 29 educational category Table 1.6 Syrian repetition and drop-out rates by educational level and year 30 Table 1.7 National enrolment (in thousands) by sex, educational level and year 30 Table 1.8 Changes in national enrolment (thousands) from 2010/11 by sex, educational level 31 and year Table 1.9 National enrolment as percentage of 2010/11 level by sex, educational level and year 31 Table 1.10 Changes in enrolment from 2012/13 to 2014/15 by educational level and governorate 32 Table 1.11 Kindergarten enrolment and as percentage of 2010/11 level by governorate and year 33 vii Table 1.12 Basic education enrolment levels by governorate and year, 2010/11 34 Table 1.13 General secondary enrolment levels by governorate and year, 2010/11 35 Table 1.14 Vocational secondary enrolment levels by governorate and year, 2010/11 35 Table 1.15 National girl-boy ratio by level of education and year 36 Table 1.16 Kindergarten girl-boy ratios by governorate and year 37 Table 1.17 Basic education girl-boy ratios by governorate and year 37 Table 1.18 General secondary girl-boy ratio by governorate and year 38 Table 1.19 Vocational secondary girl-boy ratio by governorate and year 39 Table 1.20 Districts that lost more than 50 per cent of students in K-G12 education since 2010/11 39 Table 1.21 Top 10 districts with percentage increases in K-G12 enrolment since 2010/11 40 Table 1.22 Districts where basic education enrolment rose by more than 20,000 students from 40 2012/13 to 2013/14 Table 1.23 UNRWA enrolment in and changes from 2011/12 to 2013/14 41 Table 1.24 Population and enrolment of school-age (K-G12) Syrian refugees from October 2012 42 to June 2013 by receiving country Table 1.25 GERs changes for different scenarios by educational level (%) 44 Table 1.26 GERs, number, and share of out-of-school children among Syrian school-age refugees 44 for K-G12 education