Rights
Rights

Safe, inclusive and quality school for Syrian children


The project aims to guarantee safe, inclusive and quality school for Syrian children

Syria
Country (*)
Syria
Beneficiaries
Beneficiaries (*)
17262

Local partners

MoE – Ministry of Education

Funding agencies

 

UN – OCHA

Provincia Autonoma di Bolzano

Starting date

December 2016

Implementation period

19 months

Description
In Syria, the majority of enrolment losses (2.1 million children) occurred in basic education with particularly high losses in Deir-ez-Zor governorate (0.4 million). In line with the No Lost Generation Initiative (NLG), the INEE Minimum Standards for Education and the IV Sustainable Development Goal, the project aims to ensure access to safe, equitable and quality education for children and adolescents affected by the crisis in Deir-ez-Zor. Access to Education will be foster through the rehabilitation of 29 schools for 266 classrooms, including WASH equitable services that take into consideration both inclusive and gender base approaches following the standard adopted by UNICEF and the Education sector. Student will be supported through the distribution of learning material and stationery. Improvement in quality of education will be supported through provision to teaching forces of Life Skills-Based Education and citizenship education incorporated in formal learning settings.
Objectives

The project aims to ensure access to safe, equitable and quality education for children and adolescents affected by the crisis in Deir-ez-Zor. The action will increase formal education opportunities for girls and boys residents in Hard to Reach Area, using existing local educational resources, strengthening local capacities and promoting community cohesion.

Activities
  • Rehabilitation of 266 classrooms in 29 schools with minor repairs on the structure and water facilities;
  • Supply of school kits: textbooks, teaching and learning materials, and school supplies;
  • Training for 777 teachers in Active Learning and PSS (psicosocial support) methodologies;
  • Teachers’ coaching and monitoring: this will be developed through coaching strategies for teachers, supervisors, school directors and it will also include child-friendly techniques, individual cognitive coaching sessions dedicated to techniques for lesson planning and teacher-combined work;
  • Trained teachers will be supported in developing mentoring strategies to support specific groups of children, such as peer-to-peer groups.

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