Education Strategies and Interventions in Jordan
'Assessment of Education Strategies and Interventions Adopted in Jordan as a Response to the Syrian Crisis'
This mixed methods research project examined how educational interventions in Jordan have enabled access to quality education for Syrian and Jordanian students and fostered social cohesion in Jordan. Quantitative data was collected from over 3,000 students at different categories of MoE schools (host community, Syrian second shift, regular and camp schools), and non-formal learning settings (NFLCs). In depth qualitative data was collected via interviews with school principals and teachers, classroom observations, and focus groups with students and parents.
Four working papers and a final report were produced as part of this study:
- Younes, M., and Morrice, L. (2019): . Centre for International Education and Development, 海角社区.
- Salem, H. and Morrice, L. (2019): , Centre for International Education (CIE), 海角社区, UK.
- Younes, M. and Morrice, L. (2019): . Centre for International Education and Development, 海角社区, Brighton UK.
- Delprato, M. Morrice, L. and Al-Nahi, S. (2019): A Summary of Key Patterns in the Jordanian Education System by School Type, Gender and Region. Centre for International Education and Development, 海角社区, Brighton UK.
Six policy briefs were also produced as part of the project:
- Educational interventions in Jordan as a response to the Syrian crisis: learning and social cohesion for all?
- Education interventions in Jordan as a response to the Syrian crisis: learning and social cohesion for all? (Executive summary)
- Jordanian and Syrian students’ learning outcomes in camp, second shift and integrated schools.
- Access, equality and social cohesion for Syrian refugees: What teaching and learning processes are effective?
- Teaching and learning approaches promoting access, equality and social cohesion for Syrian refugees: How are teachers and school leaders supported?
- Building acceptance and improving social cohesion between refugee and host populations: What formal and non-formal education and protective strategies are effective?
The project contributed directly to CIE’s work on the role of education in conflict affected areas, and our work on improving equitable access to education for all. It highlights the importance of quality education and pedagogical approaches which foster social cohesion and well being among refugee and host community students, and the support needs for teachers to implement these approaches in practice.