Opportunities and Ways Forward for NFE in Syria

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

Proposal

As the education system continues to face the combined pressures of protracted conflict, economic crisis, displacement, and natural disasters, NFE remains a vital pathway for millions of vulnerable children. This presentation reflects on emerging best practices that demonstrate how NFE can evolve into a more resilient, credible, and nationally owned system while ensuring that learners are effectively supported in their reintegration into formal education.

A promising development has been the integration of digital and blended learning solutions into NFE. These approaches extend access for children in remote or insecure areas, ensuring continuity despite repeated disruptions. Many children in Syria accessed UNICEF’s Learning Passport platform to benefit from Self-Learning Materials (SLMs), assessments and online labs. This was particularly critical for 9th & 12th graders preparing for national exams. Blended learning models, which combine face-to-face instruction with technology-based tools, have shown potential in further improving student engagement, and learning outcomes.

Building on a decade of implementation of the Self-Learning Programme (SLP), UNICEF has coordinated with the Ministry of Education (MoE) to upgrade the model into the Empowered Learning Programme (ELP). The new Empowered Learning Materials (ELM) will replace the previous SLM and are fully aligned with the updated national curriculum. This alignment enhances the credibility of NFE, supports learners’ reintegration into formal education, and improves their preparedness for school exams. Moving forward, ELP will serve as the principal NFE programme, offering a stronger bridge between non-formal and formal pathways.

Another future consideration is the anticipated return of displaced children to Syria. Many returnee children have experienced prolonged disruptions to their learning or have followed non-Arabic different curricula. Considering that the current formal education system is not equipped to integrate these students, NFE can play a critical role in bridging gaps through tailored programmes to ensure a smooth transition. Moreover, NFE’s integration of psychosocial support (PSS) and life skills is especially valuable for returnee children who may have experienced trauma, displacement, or social marginalization. It will strengthen resilience, social cohesion, and inclusion, and help returnee children rebuild confidence and re-establish connections with peers and communities.

Despite these opportunities, structural challenges persist. Sustainability is a pressing concern, as NFE in Syria continues to rely heavily on external funding and is largely implemented through civil society partners. Ownership and coordination also pose challenges, particularly in the northeast, where discussions between the MoE and education committees on handing over NFE responsibilities are still ongoing. Without stronger national ownership, NFE risks being perceived as an emergency temporary solution rather than an integral component of the education system.

To ensure continuity, NFE must be more firmly integrated into national education planning and financing frameworks, including MoE strategies, teacher training systems, and monitoring and evaluation processes. National ownership is key to ensuring that NFE becomes embedded within broader education reforms and does not remain an emergency solution. Strengthening capacity at central and decentralized levels, along with policy frameworks that recognize NFE as part of the education system, will be critical for long-term sustainability.

Author

• Alexandra Xuechen Bao, UNICEF Syria