By Hiba Hamzi | Program Coordinator
Background during and after the implementation of the project;
The tragic events of August 2020 in Lebanon, including the Beirut port explosion on August 4th and a new spike in COVID-19 cases, make this resource particularly relevant. These compound crises have weakened the education system even further. The Beirut blast led to at least 4 children killed, an estimated 1,000 children injured, and approximately 100,000 directly impacted. Widespread psychosocial trauma among children is already being reported, and damage and destruction to at least 163 public and private schools around the blast site will constrain education delivery for 85,000 affected learners for a long time to come. An additional 20 technical and vocational schools have also been impacted. The explosion comes in the wake of an unprecedented political and economic crisis: over the past year, the Lebanese pound lost 80% of its value, and starting in October 2019, spontaneous nationwide protests called for an end to the government’s crippling sectarianism and corruption that ultimately led the Prime Minister to resign later that month.
According to May 2020 estimates, 55% of the population lives in poverty, with an estimated 23% in extreme poverty; diminished economic activity from the port coupled with the economic stresses of COVID-19 are likely to exacerbate the situation. This has left an estimated 300,000 people homeless and rendered an estimated 70,000 jobless, further exacerbating both the risk of COVID-19 transmission as people relocate and the economic challenges the population faces. Economic pressures on children to engage in the workforce, already a challenge before recent events, may intensify as families combat deepening poverty.
Naba’a Achievements; During the last period, The most highlighted achievements during the last period;
- Distance learning is one of methods applied by most NGOs, Governmental schools UNRWA and INGOs in working with children and parents from the beginning of March until the end of the scholastic year, while we are now in the phase of evaluating that experience to plan for January 2021.
- Providing academic support for children from all nationalities (PRL,PRS,SRS and LEB) through distance learning ( daily preparations, daily follow-up, and individual educational plans for educational difficulties (preparing working papers and means of explanation in addition to educational games .
- Participating in Training with Save the Children, the most prominent of which is (SEL training group /safeguarding and PSEA induction /anti-fraud induction-PFO partners)
- Social emotional support activities by milestones for children through the application of activities from a book step by step
- Conducting awareness sessions for students and their parents about corona
- The teachers apply the new strategies and curricula gained from the Save the Children training in order to develop the education process at all levels. Note the focus on motor skills, writing and reading skills. (Word Box - Similarity and Difference - Letter Knowledge - Morphology - Vocabulary Race - Letter Cards - Teaching Vocabulary ...)
- Remotely registration for EECD
- Ayser and Washington test have been done with the children for all the levels where we can observe the educational level of the children to enhance their educational needs by creating more work sheets, administrative tools and educational games where we work to fix the educational as the needs of the children.
- Fostering and reshape the lives of the most marginalized 230 Lebanese, Syrians and Palestinians young and adolescent girls through empowering the vocational skills of the most marginalized Lebanese girls and enrolling them in the vocational training center to study a vocational profession, this might help in preventing them to get married in the early ages and to think of their future in addition to provide an opportunity for them to find a job in the Lebanese community and to integrate with into it, so that their socio-economic situation will be enhanced as they are able to afford their daily expenses without being a burden on their families.
- In coordination with the school administrations, we worked to provide them supportive materials for the grades 1 to 9, which was appreciate from the principals for this the initiative, which helped students in their learning.
- We have reached 1250(686F:564M) students to benefit from this methodology through the videos that had been sent to the direction of school.
- For the grade from 1 to 9, Around 80 Nabaa teachers work with a group of children (Between 15 to 20 children) each according to their specialist.
Psychosocial & case management;
- Throughout the Corona period, work groups have been established through What’s Up, which included a group of women, girls, and adolescents for the purpose of communicating with them and raising their awareness as well. Add to this, the individual cases have been followed up through WhatsApp, as it is worth mentioning that a group was created to follow up the collective cases. On the other hand, we’ve communicated with girls where several awareness sessions have been provided, such as COVID-19, anger management, emotional distress, and Post-traumatic stress disorder (PTSD). As for the teenagers, we’ve communicated with them as well as we gave them awareness sessions about COVID-19, time management, and emotion management.
Case study
W.E is 12 years old grade 6. He is PRS who came from Syria to Lebanon After war when he was 10 years old. He came with his family that consist of his mother, sister and brother, illegally to Lebanon due to owning of illegal papers and without the approval of the father`s family. His father has been missing for 6 years, and no information about him since that time.
The war had a great effect on Wassim psychologically, as he became aggressive and violent in most cases. Because of losing his father and being the eldest child in the family, he took upon himself to assume responsibility, so he began to work to provide his family with all their needs. Naba`a teachers began to follow up wassim academically. He was distinguished student in his study. But his work and bearing the responsibility of his family highly affected his educational level where he started to lose his interest in studying. Besides, the teacher notices his violent behavior with his colleagues. As a result, he was referred to the case management to follow him up. In addition to support him financially, so he can stop working. Then he was included in a group about Child right governance that gave workshops “Save Our Education” where it attracted his attention and made him more aware about his education. Moreover, later on and after all this workshops he will be able in turn to give sessions about the important of education.
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By Hiba Hamzi | Program Coordinator
By Hiba Hamzi | Program Coordinator
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