Research to Improve the Quality of Early Primary Grade Teaching and Learning in Syria: A Visual Report on the Findings

• In Event: Poster session 2

Proposal

Research to Improve the Quality of Early Primary Grade Teaching and Learning in Syria

The ‘Research to improve the quality of teaching and learning inside of Syria’ project sought to help the global education in crisis and conflict (EiCC) community strengthen and elevate the evidence base regarding Grade 2/Grade 3 teacher practice, child learning, and wellbeing in conflict-affected settings. Importantly, it sought to identify any correlations amongst these three areas of inquiry. Finally, it sought to identify any examples of existing best practices (as defined by a literature review on the topic for EiCC) or new innovations that could be elevated.

The research is the first of its kind in Syria and unique in that it is focusing on the quality and value of teaching practices and behaviours both against ‘best practice’ for the sector as well as how such teaching correlates to findings on student learning and wellbeing.

The project aimed to impact strategies and activities put forward for the education sector in Syria in 2019 at a time when the Ministry of Education in Damascus would be re-absorbing education service delivery responsibilities across a majority of the country for the first time since 2010.

With respect to the topic of sustainability, this research can be impactful in identifying ways to improve enrolment in and retention through primary education as well as the efficiency and effectiveness of teacher practice therein.

The research design has been guided by existing evidence in the field of EiCC, where it exists. This includes standards developed by the Inter-agency Network for Education in Emergencies, The Education in Crisis and Conflict Network, and the Global Education Cluster. Most of these tools have as their theoretical frameworks work done by Dewey, Freire, and Montessori:

Sources of data included education authority representatives, local council members, school administrators, teachers, children, and parents/caregivers as well as (I)NGO representatives. To the extent possible and appropriate, data sources were chosen to ensure triangulation of responses. The safety and security of informants and enumerators remained the top priority that underlined the types of questions to ask, in what settings, in what areas, and which what methodologies as well as the sites to be visited. Data was analysed by the Field Coordinator, Senior Researcher, and Team Lead on a weekly basis as part of a concurrent triangulation method.

Data analysis will be concluded in December 2018 and information on how the research methods and results supported the conclusions drawn from the data will be made available at that time. Once data analysis is complete, we will share what information is new and how it is impactful to various Special Interest Groups and the CIES community as a whole.

Ms. Steele will explore with poster viewers the challenges faced in designing the research project and carrying it out during active conflict. She will also share the findings of the research and its implications for both post-conflict Syria and the broader education in crisis and conflict community as a whole.

Author

• Jen Steele, equitas education