Education opportunities for 200 Palestinian Refuge

Background during and after the implementation of the project;

Unemployment in Lebanon is scourge that everyone suffers from particularly women and girls; they have been suffering for decades from inequality inflicted on them by traditions and norms across the years.

The current situation in Lebanon increased the situations worst and this affected the opportunities for the women and girls to work. This situation has caused dozens of people fired from their jobs, tens of businesses owned had closed and graduates and professionals to be prohibited from working according to the bad situation Lebanon still facing.

Even for the working women and girls, the working conditions are vulnerable and insecure for the following reasons:

-         Absence of written contracts, very few of female work under clear work and written contract that stipulates their rights and responsibilities.

-         Absence of health coverage and paid holidays, or sick leaves, while these should be the basic rights for any worker.

-         Absence of end of service indemnity or retirement reimbursement

-         Women and girls are usually less paid than men, their monthly salary is than the minimum wages, female receive not more than 80% of the men` salary.

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.:

-          Investing in the training conducted by the partners ( SCI – UNICEF .. ) ensuring better educational opportunities for children during difficult circumstances

-          Creating the working groups (2 groups per teacher, 12 children per group)

-          Visualization of the lesson (video, illustration, PP) Sharing lessons with the group.

-          Parents as facilitators; Send parents a notification in order to facilitate the process with their children.

-          Back to the group 2 Hrs later to handle their questions and check their understanding; Awarding 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.

-          We encourage our team to use new technologies to communicate and follow-up continuously throughout the day, and some professors expressed that they feel tired more than the normal working days before the crisis of Corona.

-          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.

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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  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 time management, and emotional management.

Case study

A.M is a Palestinian refugee from Lebanon, he is a 5th grade student at Unrwa Mansoura school. The child is living with his pregnant mother and his four brothers as well.

During remotely classes, the teacher realized that A.M has difficulty speaking which hinder him from expressing what he would say obviously due to the pronunciation problem. Noteworthy that, even though he understands the daily lesson plan but he can’t attend all the lecture along with solving the home works and participate in oral exercises as well.

As a way of strengthening his self-confidence and providing him with an opportunity to express his ideas and opinion, the teacher involved him in literacy boost in order to enhance his reading and writing skills in addition to expressing in a confidential way. As its worth to mention that, his class in not included in the targeted group of literacy boost.

The teacher encourages him though sharing the lesson with his peer groups for the purpose of recognizing the skills during studying. In addition to that, teachers motivate parents by using formal language during online session.

Furthermore, along with the educational strategies which is being implemented during the online classes, following up the child throughout the session was a key in improving his comprehension and reading skills such as Let them start reading the text while following the flow with their fingers.

Links:

• Naba'a Website