Refugee children are often victims of domestic violence and bullying at school. Various roots limit Syrian refugee children’s access to a quality education in Lebanon, such as the climate of survival, marginalization and domestic violence. NFE programs vary some provide learning support before the second shift in public schools starts, vocational training or expressive arts to address traumas and promote emotional well-being (Akar & Van Ommering, 2018 Karam, Monaghan, & Yoder, 2016). To a national education system exhausted by limited resources, civil society and international organizations have provided some relief through non-formal education (NFE) for Syrian refugees. MEHE has also invested in workshops for teachers, school rehabilitation initiatives, transportation services and classroom supplies. The number of second shift schools surged from 88 in 2013 to 346 in 2018 (UNHCR, 2019). Under RACE, the MEHE opened afternoon shifts in its public schools, which have increased the capacity of formal and non-formal schooling. RACE II identifies three fundamental pillars in creating sustainable quality education: improved access to education, improved quality of learning and teaching and strengthened governance systems. The RACE strategy documents target all children in Lebanon from the ages of 3 to 18. The Ministry of Education and Higher Education in Lebanon (MEHE 2016) with support from international donors and UN agencies developed the Reaching All Children with Education strategy framework (RACE I 2014-16) followed by RACE II (2017-21). Significant efforts in Lebanon have been made to support academic achievement and psychosocial development of Syrian refugee children. National education systems in host countries often aim to provide displaced children with their right to education by establishing systems of governance and fostering intercultural relationships between refugees and host communities (Dryden-Peterson et al., 2019).
#Non formal education in lebanon how to#
The International Network for Education in Emergencies identify detailed educational practices, like problem solving and coping skills, to allow children to «make informed decisions about how to survive and care for themselves and others in dangerous environments» (INEE, 2010, p. Tomaševski (2001) argues that children have a right to an education that is accessible, available, acceptable and adaptable. Additionally, vulnerable children, such as victims of violence or forced displacement, are entitled to special protection (Article 22) and interventions to recover in an «environment which fosters the health, self-respect and dignity of the child» (Article 39). The CRC stipulates that children possess a right to free, safe primary education that upholds the principles of mutual respect and sustainable living (Article 22). The Convention on the Rights of the Child (CRC United Nations, 1989) is a legally-binding instrument ratified by all countries except the USA. This paper includes a framework that defines children’s right to education, the key efforts implemented to improve the educational wellbeing of Syrian refugee children in Lebanon as well as the challenges that hamper this feat.
The limited access to education and rehabilitation, combined with their poor emotional wellbeing, economic marginalization and violence-ridden environments, can detrimentally impact the entire generation.
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