Research to Improve the Quality of Teaching and Learning Inside Syria

This report is an in-depth review of the learning environment for Grade 2 and Grade 3 children in areas of Syria not controlled by the Government of Syria (GoS). It examines teacher practice and behaviour, the nature of the learning environment, and their effects on child learning and wellbeing. It is aimed at Education in Crisis and Conflict (EiCC) donors, policymakers, researchers, and implementors, and particularly those with interest in Syria. The report seeks to provide theoretically informed and policy-relevant insights on suggested investments in improving learning for children in such contexts, namely by adjusting the nature of their learning environments, and in particular, by improving the quality of teaching.

The evidence about the type of education that children need in FCAS is clear. According to the literature, safe, flexible, and community-based learning opportunities, social and emotional learning support, literacy and numeracy skill development, support for teacher professional and wellbeing, and partnership between schools and homes in support of learning and wellbeing are amongst the most critical activities to provide in such contexts. This study's findings suggest that very few elements of these standards for adequate support to learning and wellbeing for children in FCAS are in place in Syria.