s2 education and youth programming in camps & host communities nrc jordan
TRANSCRIPT
NRC Jordan Education and Youth Programming
In Camps & Host Communities
Targeted, Evidence-based Education in Emergencies, Youth Programming and Policy Advocacy
We will discuss…
• Context needs- Education and Youth
• Outline of approach and lessons learned
• Impact• Future directions
Jordan -Needs for Intervention
Jordan is hosting about 1.4 million Syrians , including around 630,000 refugees
83 % of all refugees have settled in host communities, particularly in the urban areas.
The remaining 17% are hosted in refugee camps.
26.200 in camps 18%
119.258 in host communities 82%
Needs for Intervention
Jordanian MOE enrolled 145,458 children in its’ public schools
90-100,000 children without access to formal school
Approximately 50% no longer eligible
15-24 – 115,000 Syrian youth in Jordan (almost 20% population)
Distinct learning and developmental needs
• ¼ of children have missed more than one year of education.
• 60 % of school-aged children are attending school fulltime.
• Limited opportunities for learning or work for youth
Education Needs - Camps
• 47% Syrian Refugee children out of school.
• 15,000-20,000 on waiting lists for schools.
• Second shift operates in 98 schools for Syrian students. In 2016 that will become at least 200
• Children placed according to age not level- access to education but no progress.
• Almost no opportunities for youth.
Education Needs – Host Communities
Needs for intervention Group of Children/ Youth NRC Education/ Youth
Programme Intervention Priority level
NRC Response Additional Response
Out of School- Alternative Education- Link to the Formal System- Psychosocial Support etc. Out of school, not achieving, aged 8-12/13
Very high Referral to LC ‘catch up’ programme.
Referral to additional support psychosocial, support for children with learning difficulties.
Out of school, not achieving, aged 13-15
High Makani intervention or NRC LC literacy, numeracy, life skills classes where these are not available through Questscope or other NRC youth programmes taking the under 18s- tailoring, IT, etc.
Referral to additional support psychosocial, support for children with learning difficulties.
Out of school, not achieving, aged 16-18
High NRC youth programmes taking the under 18s- tailoring, IT, etc.
Referral to ‘at risk’/ youth in conflict with the law programmes.
Out of education training aged 18+
Very High Youth programme – Literacy, numeracy, technical skills, life skills, business training, and links to opportunities.
Referral to ‘at risk’/ youth in conflict with the law programmes.
In School- Remedial/ catch up Support In school, missed between 6 months to 6 years, not achieving, aged 8-12/13
Very High LC ‘Remedial’ catch up classes.
Support to formal school to improve teaching and learning methodologies. Referral to additional support psychosocial, support for children with learning difficulties.
In school, missed more than 1 year of school, not achieving, aged 13-15
High LC ‘remedial’ literacy, numeracy, life skills classes where these are not available through Questscope or other.
Referral to additional support psychosocial, support for children with learning difficulties.
Additional support through life skills
and PSS Makani
Education Approach
Education Intervention Pillars• 1. Teacher capacity
development• 2. Placement according to
level, age and needs• 3. Parental involvement and
skills building• 4. Integrated psychosocial
support and development activities
• 5. Follow up pre and post- graduation
Evidence of academic impact - CLP
• 76%
• 264/347
Progress of 5 scores
• 35%
• (122/347
Progress of 20 scores
• 60-80% Average of scores
in final tests
Reasons for not achieving
Parents 49%
Health reasons 13%
Trauma 17%
Low level of attendance 21%
More parental awareness.
More follow up on teachers’ practices.
More capacity building for teachers.
More Life skills and PSS activities.
More remedial plans.
Lessons learned
Considering the context and needs…
Youth Programming• Transition into adulthood• Specific needs and
challenges• Needs: current situation
and unknown future
The potential of youth…
Objective:• Youth are active participants in their communities
Also:• Protection• Learning• Skills for the future
How we provide youth training
Youth participation…applying skills
Contextualising and progression…
Learning to Be Learning to Do
Self awareness, self esteem and confidence, failure and persistence
Setting goals, CV writing, job interviews, teamwork and leadership
Learning to Know Learning to Live Together
Problem solving, creative thinking, planning
Communication, positive self control, collaboration
Learning to Know Learning to Live Together
Decision making, problem solving, creative thinking, critical thinking
Collaboration, positive approach to others
Learning to Be Learning to Do
Skills and personal traits, developing strengths, self-assessment
Prioritization, product quality, communication, management and teamwork
How to ensure quality…
• UNICEF manual and TOT• Focus on teachers• Relevance• M&E, diverse outcomes
• Integration in programming• Youth stakeholders• Partnerships
Life Skills for youth participation…
Opportunities for youth to apply Life Skills:• Voice (e.g. media)• Decision making (e.g. student councils)• Apply skills in community (e.g. volunteering)
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