Skip to Main Content
Have library access? Log in through your library
Research Report

Educating Syrian Youth in Jordan:: Holistic Approaches to Emergency Response

MONA CHRISTOPHERSEN
Copyright Date: Dec. 1, 2015
Pages: 28
OPEN ACCESS
https://www.jstor.org/stable/resrep09544

Table of Contents

Export Selected Citations Export to NoodleTools Export to RefWorks Export to EasyBib Export a RIS file (For EndNote, ProCite, Reference Manager, Zotero, Mendeley...) Export a Text file (For BibTex)
  1. (pp. [i]-[i])
  2. (pp. [ii]-[iii])
  3. (pp. 1-2)
  4. (pp. 2-3)

    The Syrian crisis has disrupted education trajectories for Syrian youth both inside and outside Syria. Education is recognized as a human right essential to any individual’s ability to grow and reach his or her potential. Further, education is a fundamental investment in future development, economic growth, and poverty reduction.¹ Before the current conflict, Syria was a relatively stable middle-income country that had made education one of its priorities for exactly these reasons—to combat poverty and stimulate development. As a result, Syria had some of the highest enrollment rates and lowest illiteracy rates in the region.² Five years into the...

  5. (pp. 3-7)

    Youth is a contested concept and lacks an internationally agreed definition. It is commonly conceptualized based on age categories, usually 15–24 years old, or sometimes extended to 30 years old because higher education is seen to postpone transition into adulthood. Such age-based definitions often have an instrumental purpose and are useful for statistics. The 15–24 category is commonly used by several UN agencies and other implementing parties but is not mainstream. The UN youth envoy, UN Educational, Scientific and Cultural Organization (UNESCO), and International Labour Organization (ILO) use 15–24 years as their definition of youth, as do...

  6. (pp. 8-11)

    A number of barriers can obstruct continued education for Syrian refugees. These barriers can be economic, legal, social, and cultural.32 The main barrier is the lack of capacity in the Jordanian education system due to economic and organizational limits. Schools are overburdened and thus unable to absorb eligible refugees. Another economic constraint is many refugees’ tight household budgets. There is a deficit between aid, available income, and household expenses.33 The need for additional income can keep children out of school, and reports have raised concerns that many Syrian children are not attending school because they have to work.34

    Syrian students...

  7. (pp. 11-15)

    Among the families I met in Amman, all the younger children were attending local schools. Their parents did not report any particular obstacles or challenges for the young primary school children. Their integration seemed to go easily, according to their parents. For the adolescents, however, three particular issues were raised: difficulties in adapting to a different curriculum, bullying in school, and the cost of transportation. The term “adolescents” was frequently used for children from 11–12 years old and up to the age of 17.

    The Jordanian curriculum is different from the Syrian one and was often mentioned as a...

  8. (pp. 15-18)

    Education is recognized as a fundamental right for all people. It is not only an effective way to reduce poverty and inequality and advance development; it is also essential for peacebuilding and reconstruction after conflict. As sustainable peacebuilding must happen before, during, and after conflict, education stands at the core of these efforts. When education is disrupted by conflict, radical groups have proved effective at filling this gap with their own ideology. Education is thus also an important tool to prevent radicalization in conflict situations, although educated youth also have proved vulnerable toward recruitment by extremist groups.

    Finance for education...

  9. (pp. 24-24)