Learning, Wellbeing and Social Cohesion in Syria

• In Event: Flexible Learning Pathways for Inclusive Education and Social Cohesion: Evidence from GPE support to Non-Formal Education in Syria

Proposal

Over the 14 years of the protracted crisis in Syria, Non-formal education (NFE) programs provide not only learning opportunities for crisis affected girls and boys including children with disabilities. It also creates a sense of shared identity, mutual trust, and belonging to Internally Displaced Persons (IDPs), refugees and the host communities, as well as the participation of parents and caregivers that promotes a resilient society and social inclusion.

NFE accelerated learning programs, remedial classes, early childhood education, and home learning activities promote interpersonal relationships, shared values and beliefs, social norms, and mutual trust among teachers, learners, caregivers and the engagement with the larger community. NFE is essential for promoting unity and connectedness in IDPs camp, learning Centres and host communities, and it contributes to the strengthening of resilience and promotion of social inclusion, equity, and fairness by providing equal opportunities.

Save the Children NFE interventions under GPE programs have proven to be relevant beyond helping out-of-school children re-engage in learning but also promote psychosocial wellbeing, resilience, and peaceful coexistence by providing safe spaces, fostering social support and confidence, and delivering life skills and violence prevention trainings. The integration of Social Emotional Learning-SEL into NFE programs helps to strengthen the coping abilities and resilience of the affected population, and to develop prosocial behaviors necessary for community service, peer support, tolerance, unity, and interaction with one another.
Data from Save the Children GPE programs in Syria using Social Emotional Learning Knowledge, Skills and Attitude-SEL KSA survey indicates that 70% of the students have reported that SEL has helped them in managing emotions, conduct issues, aggressive behaviors, and conflict—thus contributing to violence prevention and laying the foundations for peaceful coexistence in school, at home and in the communities.

NFE parenting programs utilize existing community resources and coping strategies, therefore strengthening overall community resilience and their capacity for sustainable provision of education service and peaceful co-existence. Parenting sessions are a critical component of NFE programs. During the evaluation of GPE ESPIG NFE program, 86% of parents/caregivers surveyed reported making positive changes to their parenting including avoiding physical violence, embracing positive methods of child discipline, improving their interpersonal relationship among community members, being more aware and respectful of their children’s rights, and supporting their children’s learning and wellbeing.

Therefore, this panel discussion will present the perspective that NFE interventions are required in a crisis context to re-engage children into learning, promote their wellbeing, and restore peaceful co-existence in the communities and at schools. NFE programs provide a favorable, safe, and inclusive learning environment that promotes social cohesion, improves interpersonal relationships, nurtures empathic and tolerant learners, and lays the foundations for peaceful co-existence and resilient societies. NFE programs provide teachers, parents and students with skills and knowledge to resolve conflicts peacefully and embrace diversity irrespective of their background, status or vulnerability.

Author

• Bem Tivkaa, Save the Children International