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RESEARCH AND ANALYSIS PAPER: EDUCATION FOR SYRIAN CHILDREN
The Imperative of Improving Syrian Refugee Children’s Access to Education in Lebanon
Rachel Mayer
INAFU8882: Practicum on Education in Emergencies
Professor Allison Anderson
March 27, 2015
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Introduction
Syrian refugee children face an array of challenges in their respective host countries.
Education, though often considered less urgent than other humanitarian services from donors’
perspectives, is one of the most highly demanded humanitarian service among refugees. In
Lebanon, perhaps the most pressing problem with respect to education is access to education for
Syrian refugees1. This begs the following questions: Why are so many Syrian refugee children in
Lebanon not in school, and what can be done to mitigate this problem in the short term and
ensure that all Syrian refugee children in Lebanon have access to education in the long term?
To answer these questions, it is necessary to employ a twopronged methodology. The first
part is a case study of the Bekaa Valley that vividly illustrates the problem of access to education
for Syrian refugee children on a small scale. The second part is a macrolevel comparative study
of access to education for Syrian refugee children in Lebanon nationally, as well as in
comparison to that situations of Syrian refugee children in Turkey, Jordan, Iraq, and Egypt, in
order to demonstrate paint a more holistic picture of the problem, its causes, what has
exacerbated the issue, what has failed to address it, and what is needed to solve it.
As only a brief study of a highly complex issue, this paper has several limitations. First, the
study is not comprehensive—it does not examine every town and every case in Lebanon since
the onset of the Syrian refugee crisis. Second, this study is based on the analysis of secondary
sources rather than primary sources from fieldwork such as interviews and surveys. Third, this
1 “Improving Access to Education for Syrian Refugees in Lebanon,” Jadaliyya, November 6, 2013, http://www.jadaliyya.com/pages/index/14922/improvingaccesstoeducationforsyrianrefugees; Kevin Watkins and Steven A. Zyck, Living on Hope, Hoping for Education | The Failed Response to the Syrian Refugee Crisis (Overseas Development Institute (ODI), September 2014), http://www.odi.org/publications/8829syriarefugeeeducationcrisishope; Kevin Watkins, Education without Borders: A Summary (Lebanon: A World at School, September 23, 2013), http://www.odi.org/publications/7851educationwithoutborderssummary; Judith Cochran, “The Education of Syrian Refugee Children | Middle East Institute,” Middle East Institute, August 20, 2014, http://www.mei.edu/content/at/educationsyrianrefugeechildren.
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study was not randomized and is subject to selection bias. Finally, this study only deals with
issue of access to education; it does not address the key issue of access to quality education.
Background
As the crisis in Syria enters its fifth year, the situation for Syrian refugees remains dire. In
Lebanon, Syrian refugees face a myriad of challenges as Lebanon struggles to cope with the
influx of almost 1.2 million refugees, which amounts to more than 25% of Lebanon’s current
population2. With regards to education, while perhaps the most pressing issue for Syrian refugees
is access to education, there are also a number of other important issues that must likewise be
addressed in order to meet the needs of Syrian refugees and fulfill their rights to education3.
Some of these concerns include overcrowding in schools, language barriers, the question of
quality education, bullying, and basic school safety and security4. There are also a number of
factors outside of education that significantly impact access to education and the quality of
education for Syrian refugee children, including but not limited to financial instability, poverty,
child labor, child marriage, hunger, malnutrition, trauma and psychological problems,
discrimination, sexual and genderbased violence, tensions between refugees and host country
citizens, tensions within the refugee population, access to healthcare, and access to quality
housing5. Nevertheless, this study focuses specifically on the issue of access to education.
2 UNHCR, “Lebanon,” UNHCR, Syria Regional Refugee Response InterAgency Information Sharing Portal | UNHCR, (November 19, 2014), http://data.unhcr.org/syrianrefugees/country.php?id=122.3 “LEBANONSYRIA: No School Today Why Syrian Refugee Children Miss out on Education,” IRINnews, August 8, 2012, http://www.irinnews.org/report/96053/lebanonsyrianoschooltodaywhysyrianrefugeechildrenmissoutoneducation; Miriam Azar, “Bringing Learning to Syrian Refugee Children in Lebanon,” UNICEF, January 10, 2014, http://www.unicef.org/infobycountry/lebanon_71753.html; Watkins and Zyck, Living on Hope, Hoping for Education | The Failed Response to the Syrian Refugee Crisis; Watkins, Education without Borders: A Summary.4 “LEBANONSYRIA”; Azar, “Bringing Learning to Syrian Refugee Children in Lebanon”; Watkins and Zyck, Living on Hope, Hoping for Education | The Failed Response to the Syrian Refugee Crisis; Watkins, Education without Borders: A Summary.
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Findings
Let us begin with a brief case study. The Bekaa Valley, which has become the makeshift
home of the perhaps the most impoverished and marginalized of the Syrian refugees in Lebanon6.
Many refugees in the Bekaa Valley live in terrible, “junkyard” conditions and struggle for basic
survival7. As early as 2012, the “number of Syrians seeking refuge in the Bekaa has exceeded the
capacity of the area”8. As one of the worstoff regions in Lebanon for Syrian refugees, this case
illustrates the problem of access to education and the potential causes behind it in an area where
Syrian refugee children are most impacted by it.
5 UNHCR, “Lebanon”; Geoff Wiffin and Simon Ingram, UNICEF Syria Regional Crisis Humanitarian SitRep (Syria, Jordan, Lebanon, Iraq, Turkey, Egypt) (UNICEF, May 20, 2014), UNHCR, http://data.unhcr.org/syrianrefugees/partner.php?OrgId=50; Kevin Sullivan et al., “Scraps of Life,” Washington Post, SCRAPS OF LIFE A Junkyard Camp, (2013), http://www.washingtonpost.com/sf/syrianrefugees/2013/12/02/scrapsoflife/; Ghida Anani, “Dimensions of GenderBased Violence against Syrian Refugees in Lebanon,” Forced Migration Review, no. 44 (September 2013): S7–10, http://search.proquest.com.ezproxy.cul.columbia.edu/docview/1440257972?pqorigsite=summon; Jeremy Loveless, “Crisis in Lebanon: Camps for Syrian Refugees?,” Forced Migration Review, no. 43 (May 2013): 66–68, http://search.proquest.com.ezproxy.cul.columbia.edu/docview/1398764379?pqorigsite=summon; Ziad ElKhatib et al., “Syrian Refugees, between Rocky Crisis in Syria and Hard Inaccessibility to Healthcare Services in Lebanon and Jordan,” Conflict and Health 7 (2013), doi:http://dx.doi.org.ezproxy.cul.columbia.edu/10.1186/17521505718.6 Khairunissa Dhala, “Freezing Conditions, Forgotten Camps – Refugees from Syria in Lebanon’s Bekaa Valley,” Amnesty International EMAGAZINE, 2012, Amnesty International, http://www.amnestymena.org/en/magazine/Issue21/ForgottenCampsSyrianRefugeesinLebanonsBekaa.aspx?articleID=1127; Refworld | Syria Refugee Response: Lebanon, Bekaa & BaalbekEl Hermel Governorate Distribution of the Registered Syrian Refugees at the Cadastral Level As of 31 October 2014, accessed November 21, 2014, http://refworld.org/country,,,,LBN,,54631ebe4,0.html; “UNHCR Syria Regional Refugee Response | Lebanon | Bekaa,” UNHCR Syria Regional Refugee Response, March 26, 2015, http://data.unhcr.org/syrianrefugees/settlement.php?id=201&country=122®ion=90; Samer AlHusayni, “Syrian Refugees Bring Lebanon’s Bekaa Valley to Breaking Point AlMonitor: The Pulse of the Middle East,” trans. Naria Tanoukhi, AlMonitor, July 31, 2012, http://www.almonitor.com/pulse/tr/politics/2012/07/directiontoexcludepublicscho.html.7 Sullivan et al., “Scraps of Life.”8 AlHusayni, “Syrian Refugees Bring Lebanon’s Bekaa Valley to Breaking Point AlMonitor”; ,سامر الحسيني ,“توجهات لتحييد المدارس الرسمية وإقامة مخيمات للوافدين الجدد | أعـداد النـازحين السـوريين تتجـاوز قـدرات البقـاع على استيعابهـم,” جريدة السفيرJuly 31, 2012, http://www.almonitor.com/pulse/tr/politics/2012/07/directiontoexcludepublicscho.html, http://assafir.com/article/283014; Dhala, “Freezing Conditions, Forgotten Camps – Refugees from Syria in Lebanon’s Bekaa Valley.”
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Access to education and school enrollment have been some of the most urgent concerns for
Syrian refugees in the Bekaa Valley. According to an article by Khairunissa Dhala published in
Amnesty International’s EMagazine in 2012, none of the families they spoke to in the makeshift
camp were sending their children to school in part because of discrimination, fear of violence
and kidnapping, and poor quality of teaching, in addition to social and physical isolation9.
Another reason why so many children were not enrolled in school is that children had to work to
help their families survive10. According to a World Vision report in December 2012, 60% of
Syrian refugee children in their sample from Bekaa Valley were not attending school, primarily
due to financial barriers, “as 39% of parents mentioned that they cannot afford school fees or
other costs,” but there were other reasons as well: “lack of classrooms/too crowded/not enough
space (10%), transportation to school is too costly (9%), the adolescent is done with school (8%),
school is insecure (5%), transportation to school is not safe (5%), instruction is not in children’s
language (5%), absence of required documentation (4%), and school is too far (3%)11.”
The situation in Bekaa Valley for education has improved since 2012, but it had been
coupled an exponential increase in the number of Syrian refugees in Lebanon as the crisis in
Syria worsened12. The Lebanese government generously began allowing doubleshifting for
9 Dhala, “Freezing Conditions, Forgotten Camps – Refugees from Syria in Lebanon’s Bekaa Valley.”10 Chulov Martin, “Lebanon’s Refugee Schools Provide Hope for Syria’s Lost Generation,” The Guardian, May 5, 2014, http://www.theguardian.com/world/2014/may/05/lebanonrefugeeschoolssyrialostgeneration.11 Needs AssessmentReport | Syrian Refugees | Bekaa Area, Lebanon (Bekaa Area, Lebanon: World Vision, December 24, 2012), UNHCR, http://data.unhcr.org/syrianrefugees/documents.php?page=3&view=grid&Language%5B%5D=1&Settlement%5B%5D=201#page2.12 “Bekaa”; Education Working Group Meeting Minutes (Zahle, Lebanon: Lebanon Education Working Group, October 23, 2013), UNHCR, http://data.unhcr.org/syrianrefugees/documents.php?page=2&view=grid&Language%5B%5D=1&Settlement%5B%5D=201#page2; Education Working Group Meeting Bekaa Minutes (Zahle, Lebanon: Lebanon Education Working Group, March 11, 2014), UNHCR, http://data.unhcr.org/syrianrefugees/documents.php?page=1&view=grid&Language%5B%5D=1&Settlement%5B%5D=201; UNHCR, “Lebanon.”
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primary schools, whereby Syrian refugee children would attend school during the second shift,
which has certainly helped significantly, but for many Syrian children, school is still out of
reach13. On top of this, “Syrians enrolled in the Lebanese system receive formal qualifications
when they graduate,” but many of the schools that Syrians attend “are considered informal and
not recognised by the government,” which means that these Syrian children “cannot advance to
secondary schools or be accepted into the state system14.” Despite the success of this initiative,
the same barriers that prevented Syrian refugee children from attending school in 2012 continue
to prevent Syrian children in the Bekaa Valley and all over Lebanon from going to school15.
On a national level in Lebanon, access to education has likewise been one of the most
pressing issues regarding education for Syrian refugee children. In 2012, only 20% of registered
Syrian refugee children in Lebanon were attending school, due to lack of awareness of the
education options in Lebanon, language barriers, financial obstacles, distance and physical
isolation, legal barriers, and lack of desire to reenroll after previous school dropout in Syria16.
But as the number of refugees continued to rise, the issues of access grew more and more urgent.
The 2013 A World at School Report “Education without Borders: A Summary” states that,
“Lebanon is on the frontline of the refugee education crisis” because, despite the Lebanese
government’s “enormous generosity in opening the country’s schools”, about 300,000 refugee
children were not enrolled in school17. As of September 2013, 80% of Syrian refugee children in
13 Martin, “Lebanon’s Refugee Schools Provide Hope for Syria’s Lost Generation”; “Improving Access to Education for Syrian Refugees in Lebanon”; FUTURES UNDER THREAT | The Impact of the Education Crisis on Syria’s Children (Save the Children, 2014), https://www.savethechildren.net/sites/default/files/libraries/Futures%20Under%20Threat_0.pdf.14 Martin, “Lebanon’s Refugee Schools Provide Hope for Syria’s Lost Generation.”15 “Bekaa”; UNHCR, “Lebanon”; Larry Elliott and Jill Treanor, “Gordon Brown: Syrian Refugees in Lebanon Could Be Educated for $1 a Day,” The Guardian, January 22, 2015, http://www.theguardian.com/politics/2015/jan/22/gordonbrownsyriarefugeeslebanoneducationschoolsunicef; Wiffin and Ingram, Syria Crisis Monthly Humanitarian Situation Report.16 “LEBANONSYRIA.”
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Lebanon were not in school18. Putting this into perspective, Watkins explains that, “If Syria’s
refugee children were a country, they would have the world’s lowest enrolment rate19.” The
report provides numerous reasons for this crisis, including the political, socioeconomic, and
demographic pressures that such a large influx of refugees has placed on Lebanon and the failure
of the international community to “to respond to the education needs of Syria’s children” quickly
enough20. The No Lost Generation strategy was launched in 2013 to tackle this problem, but
donor funding failed to match the needs and urgency of this campaign21.
In June 2014, the Lebanese government launched the education plan “Reaching All Children
with Education in Lebanon” or “RACE”, a threeyear program that “seeks to ensure that
vulnerable schoolaged children (318 years) affected by the Syria crisis are able to access
quality formal and nonformal learning opportunities in safe and protective environments in
Lebanon.” “Under this plan”, which “consists of an integrated package of three main
components: ensuring equitable access to educational opportunities; improving the quality of
teaching and learning; and strengthening national education systems, policies and monitoring”,
an average of 413,000 outofschool Syrian refugees and vulnerable Lebanese schoolaged
children annually “will benefit from learning opportunities over three years22.” But the lack of
sufficient funding and “a gathering sense of donor fatalism” remain some of the greatest
obstacles to ensuring access to education for Syrian children23. This problem continued to plague
17 Watkins, Education without Borders: A Summary.18 “The Future of Syria | Refugee Children in Crisis | The Challenge of Education,” The Future of Syria, accessed March 31, 2015, http://unhcr.org/FutureOfSyria/thechallengeofeducation.html#theextentoftheproblem.19 Watkins, Education without Borders: A Summary.20 Ibid.21 Watkins and Zyck, Living on Hope, Hoping for Education | The Failed Response to the Syrian Refugee Crisis; “Champion the #childrenofsyria,” Champion the #childrenofsyria, accessed March 29, 2015, http://nolostgeneration.org/; “Situation Today,” Champion the #childrenofsyria, accessed March 29, 2015, http://nolostgeneration.org/situationtoday; “The Challenge of Education.”22 Wiffin and Ingram, Syria Crisis Monthly Humanitarian Situation Report.
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Lebanon in 2014, as 78% of Syrian refugee children in Lebanon remained out of school24. To put
the crisis into perspective comparatively across the region, in the same year, 65% of Syrian
refugee children in Iraq, 56% of Syrian refugee children in Turkey, 48% of Syrian refugee
children in Jordan, and 22% of Syrian refugee children in Egypt were out of school25. Judith
Cochran’s statistics, which she takes from UNICEF’s “Syria Crisis: Education Interrupted”
report, differ somewhat, wherein 80% of Syrian refugee children in Lebanon, 66% of Syrian
refugee children in Iraq, 63% of Syrian refugee children in Turkey, 47% of Syrian refugee
children in Egypt, and 45% of Syrian refugee children in Jordan were not school26. In both cases,
Lebanon has the highest percentage of Syrian refugee children among not in school.
Access to education and school enrollment remain major concerns in 2015. According to the
2015 LCRP Sector Response Plan for Education, only 377,000 of 750,000 people in need were
targeted, and only 51% of girls and 49% of boys were enrolled in school, despite significant
improvements and initiatives to increase access to education for Syrian refugees. There were
many achievements in 2014, including, “141,000 were supported to enroll in formal education”;
“90,000 children registered as refugees by UNHCR were supported through payment of
enrollment fees”; “44,700 poor Lebanese were supported with parent contributions”; “6,300
Palestine refugees from Syria students attended UNRWAmanaged schools in Lebanon”; “99
schools were renovated in order to increase classroom capacity, improve school conditions, and
provided WASH facilities for boys and girls”; “2,500 Lebanese teachers benefited from
professional development”; and “Psychosocial support in learning centres and schools was
23 Watkins and Zyck, Living on Hope, Hoping for Education | The Failed Response to the Syrian Refugee Crisis.24 Ibid.25 Ibid.26 Cochran, “The Education of Syrian Refugee Children | Middle East Institute.”
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increased to cater for nearly 55,000 children traumatized by the conflict27.” However, access and
enrollment are still “priority interventions”28.
Conclusion
Access to education for Syrian refugee children is a problem throughout the region, but it is
most urgent in Lebanon. There are a myriad of explanations for why so many Syrian refugee
children are still not attending school. For many Syrian refugee families in Lebanon, the primary
barrier is financial. Poverty is a key concern for many refugees in Lebanon, many of whom have
no means of independently supporting themselves in Lebanon because what little wealth they
had from Syria has run out and they face legal and social obstacles to residence, employment,
and sustainable livelihoods in Lebanon. Refugees are almost entirely dependent on the support of
donors, as aid agencies such as UNHCR, UNICEF, and Save the Children are responsible for
supplying the bulk of their basic needs. Thus, when donors fail to fully fund them, as has been
the case throughout the crisis and especially in the last two years due to donor fatigue, these
organizations cannot adequately fulfill their mandates and refugees suffer as a result.
Other reasons for low enrollment and poor access to education include capacity concerns
and the fact that there simply is not enough space. Although double shifting and building more
schools have significantly helped reduce this problem, they have not yet solved it. Also, the issue
of space is compounded by other financial and logistical constraints. To ameliorate this issue,
Lebanon needs more support form the international community, both in terms of humanitarian
and development assistance, and in terms of refugee resettlement in third countries. Lebanon is
27 Simone Vis and Audrey Nirrengarten, LCRP 2015 Sector Plan Education (Ministry of Education and Higher Education (MEHE), UNICEF and UNHCR, 2015), UNHCR, http://data.unhcr.org/syrianrefugees/working_group.php?Page=Country&LocationId=122&Id=21.28 Ibid.
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near breaking point, and states capable of hosting refugees, including Western countries, such as
the U.S. and several European countries, whose rhetoric about the plight of refugees has not
necessarily matched their policies regarding Syrian refugees, should pledge to host more Syrian
refugees to take some weight off of Lebanon’s already exhausted and overworked shoulders 29.
There are also a number of other possible, including language barriers, discrimination, bullying,
sectarian tensions, fear of violence, child marriage, and the fact that some had previously
dropped out of school or had been out of school for what they perceived as too long.
But despite all of these potential explanations, pointing out the extent of the problem and its
possible causes is only the first piece of the puzzle. The more challenging part is recommending
prescriptions to ameliorate this problem. My recommendations are as follows:
1. Donors should increase funding for Education Cluster in particular as well as for
humanitarian assistance in general, UNHCR, UNICEF, Save the Children, and local
Lebanese and Syrian organizations providing assistance to Syrian refugees in Lebanon;
2. Donors should increase development aid for Lebanon both in the short term and over
time to adjust to such a large influx of refugees;
3. With increased humanitarian assistance and development aid for education, the Lebanese
Ministry of Education should increase teacher pay and provide more incentives for
teachers, especially for teachers who doubleshift;
29 Bill Frelick, “US to Syrian Refugees: We’ll Give You Money But Stay Away, Please | Human Rights Watch,” The Huffington Post, September 2, 2014, Human Rights Watch, http://www.hrw.org/news/2014/09/02/ussyrianrefugeeswellgiveyoumoneystayawayplease; Stephanie Kim, “Dispatches: Hypocrisy and Syria’s Refugees | Human Rights Watch,” October 28, 2014, http://www.hrw.org/news/2014/10/28/dispatcheshypocrisyandsyriasrefugees; “EU: Provide Protection for Syrian Refugees | Human Rights Watch,” accessed November 18, 2014, http://www.hrw.org/news/2012/12/23/euprovideprotectionsyrianrefugees.
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4. UNHCR, the Education Cluster, and the Lebanese Ministry of Education should employ
Syrians that are former educators and Syrian students that have graduated and want to
work in education;
5. Formulate programs and initiatives to reduce tensions between Syrian refugees and
Lebanese citizens and to reduce prejudice and bullying that targets Syrian children;
6. Build additional schools for Syrian children; and
7. Persuade wealthier countries that are capable of hosting refugees to take in Syrian
refugees currently residing in Lebanon that wish to be resettled elsewhere.
Naturally, each of these recommendations could produce both positive and negative results.
For example, it is easy to assume that more money will yield better results, but throwing money
at a problem often has unintended consequences and will not solve the problem on its own. Plus,
donors often dictate where money goes and for what it can be used, thus increasing the
incentives to cater to donors and not to beneficiaries. Another example is building schools. While
building schools will increase access to education for Syrian children, reduce crowding in
Lebanese schools, and perhaps reduce bullying and tensions in the shortterm, “separate but
equal” is rarely if ever equal, especially if schools are build for Syrian children and Lebanese
schools exclude Syrian children. If not done properly in a way that ensures integration and equal
access to education, building schools might actually increase SyrianLebanese tensions in the
longterm and in turn prove problematic for the Lebanese government, which fears breeding
grounds for violence, recruitment spots for armed groups, and the development of a quasistate.
Therefore, once implemented, these recommendations should be closely monitored with an eye
toward unintended consequences.
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Several of these recommendations can and should apply to similar crises in the future. For
example, in all cases, it is critical to listen to the affected communities and empower them to
communicate their demands to both humanitarian organizations and donors. Second, increasing
funding for both humanitarian assistance and development aid and aid specifically for the IASC
Education Cluster is necessary in almost all emergency situations. Third, employing members of
the affected community and building on the community’s existing strengths, skill sets, and
capacities can be beneficial to both the host country and the affected community. Finally, in all
cases of massive refugee spillover, it is necessary to create initiatives to better integrate refugees
into the host countries and reduce tensions and prejudices that may arise as a result of the
spillover.
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