Education opportunities for 200 Palestinian Refuge

Background during and after the implementation of the project;  

The human rights situation continued to be affected by the armed conflict in Syria. Lebanon hosted more than 1 million refugees from Syria, but the authorities severely restricted their right to asylum and maintained restrictions that effectively closed Lebanon’s borders to those fleeing Syria. Most refugees faced severe economic hardship. Women were discriminated against in law and practice and were inadequately protected against sexual and other violence. The conflict in Syria has significantly impacted Lebanon’s social and economic growth, caused deepening poverty and humanitarian needs, and exacerbated pre-existing development constraints in the country. The World Bank estimates that Lebanon has incurred losses of US$ 13.1 billion since 2012, of which US$ 5.6 billion pertains to 2015 alone.

Unemployment and high levels of informal labour were already a serious problem pre-crisis, with the World Bank suggesting that the Lebanese economy would need to create six times as many jobs just to absorb the regular market entrants. Unemployment is particularly high in some of the country’s poorest localities: in some areas, it is nearly double the national average, placing considerable strain on host communities. Longstanding inequalities are deepening and tensions at local level have been noted, mostly over perceived competition for jobs and access to resources and services. The economic downturn has had a disproportionate effect on young people and others who are entering the workforce: Lebanon’s youth unemployment rates are three to four times higher than the overall unemployment rate.

Main Achievements;

o   1179 Children (including children inside and outside schools) were provided equal opportunity in education: Drop out and at risk children enroll in after school program, and children with learning difficulties enroll in accelerated learning program;. The children benefited from educational activities, learning support for children inside school and the accelerated learning program. In addition, the program focused on enhancing children self-esteem, conflict resolution, communication and life skills.  In addition, through the technical assistance, Nabaa assists UNRWA to improve the quality of the learning environment in UNRWA schools, by using quality learning environment (QLE) tool produced by Save the children, and developing durable skills on active learning methodology amongst UNRWA teaching workforce and non-formal education providers while the coordination between local organizations providing educational support in Palestinian refugee camps and informal gatherings is improved. The main topics that the teachers and facilitators;

• Teaching techniques
• Learning through actions
• Indicators addressing the children who are suffering from educational difficulties.
• How to monitor the improvement of the children

o   Caregivers, parents, teachers and local community members developed skills and awareness in order to ensure that children go back to school or at least have access to regular and structured learning opportunities.  with their peers and play in safe, protective and stimulating environments under the supervision of trusted adults.  Different stakeholders in the community including  (mothers, parents, community members and caregivers) were involved, in positive discipline and parenting programmes; sensitizing and mobilizing communities around child protection issues - are all critical psychosocial interventions that can contribute to restoring a sense of normalcy, predictability and routine in children’s lives and thus improve their safety and welfare.

Case Study

Mohamad a 13 years old child, left school to work in painting with his father’s friend, because he always failed in the school,  Mohammad was referred to Naba’a educational program.  

The teacher at Naba’a visited Mohammad’s parents, and she noticed that Mohammad hate the school, because the teachers always cursing him, in addition, he doesn’t understand anything since there are are 51 children in the same class.

Mohamad was enrolled in the Basic, Literacy and Numeracy Class (BLN class), and after he successes the level 3, the teacher coordinated with the school head teacher to enroll mohamad again the school.  Therefore, he started again the scholastic year and at the same time he is supported educationally and socially at Naba’a through education and resilience programs.

After using the active learning structure with Mohammad in the class, he passed the after mid-term exams, and he started to attend the after school supportive lessons.

Links:

• http://www.nabaa-lb.org