Skip to main content
SpringerLink
Log in

Pathway of Hope: A Learning Certification Solution for Internally Displaced Children in Northern Syria

  • Chapter
  • First Online:
Children and Forced Migration

Abstract

The author reinvigorates the topic of learning certification for displaced children in this chapter, which focuses on education service delivery in conflict-affected northern Syria. It assesses existing evidence from past certification programs in similar contexts, analysis threats to uncertified learning, and effective pathways to certification. From this, it identifies a durable solution to enable recognition of the completion of accredited basic education for children in northern Syria. Recommended protocols for such a scheme are provided in this chapter. It further posits that the establishment of a supranational regional certification body, under the auspices of UNESCO, must be considered to carry forward these recommendations if the humanitarian community is to help prevent a lost generation of Syrian school children.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 89.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 119.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 119.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    It is important to clarify that the recommendation to engage private-sector entities involved in an educational assessment system that values high-stakes testing is not an endorsement of such testing, but rather recognition of the familiarity of complicated large-scale assessment work.

  2. 2.

    Nonformal learning is defined as structured learning not necessarily aligned with a formal education structure’s syllabi whereas informal learning is defined as unstructured learning that often occurs spontaneously.

Works Cited

  • Banco, E. 2014, July 2. ISIS Kidnaps More Than 130 Syrian Schoolchildren; International Leaders Yet to Respond. International Business Times. http://www.ibtimes.com/isis-kidnaps-more-130-syrian-schoolchildren-international-leaders-yet-respond-1618026

  • Chelpi-Den Hamer, Magali. 2007. How to Certify Learning in a Country Split into Two by a Civil War: Governmental and Non-Governmental Initiatives in Côte d’Ivoire, 2002–06. Research in Comparative and International Education 2(November 3): 191–209.

    Article  Google Scholar 

  • ———. 2011. Why Certification Matters: A Review of State and Non-State Actions in Côte d’Ivoire for Promoting Schooling for the Displaced. Journal of Refugee Studies 24(1): 69–87.

    Article  Google Scholar 

  • Dryden-Peterson, S., and M. Jalbout. 2013. Back to School: Even in Syria, Education Is About Hope. The Huffington Post, September 6. http://www.huffingtonpost.com/sarah-drydenpeterson/education-in-syria_b_3880500.html

  • Figueroa, A. 2013. 8 Things You Should Know About Corporations Like Pearson that Make Huge Profits from Standardized Tests. Alternet.org, August 6. San Francisco: AlterNet. http://www.alternet.org/education/corporations-profit-standardized-tests

  • Gerstner, E. 2009. Hope for the Future: Issues of Educational Certification in Dadaab, Kenya. In Certification Counts: Recognizing the Learning Attainments of Displaced and Refugee Students, ed. J. Kirk. Paris: UNESCO.

    Google Scholar 

  • Global Coalition to Protect Education from Attack. 2014. Education Under Attack: 2014. New York: GCPEA.

    Google Scholar 

  • ———. 2016. Who We Are. New York: GCPEA. http://www.protectingeducation.org/who-we-are

  • Human Rights Watch. 2013. Safe No More: Students and Schools Under Attack in Syria. New York: Human Rights Watch (HRW). New York, USA.

    Google Scholar 

  • International Coalition for the Responsibility to Protect. n.d. An Introduction to the Responsibility to Protect. New York: RtoP. http://www.responsibilitytoprotect.org/index.php/about-rtop/learn-about-rtop

  • International Rescue Committee. 2009. From Schools Started Under the Mango Trees: Certification for Refugee Students in the International Rescue Committee Guinea Education Programme. In Certification Counts: Recognizing the Learning Attainments of Displaced and Refugee Students, ed. J. Kirk. Paris: UNESCO.

    Google Scholar 

  • James, P. 2012. Global Leaders Demand Urgent Action for Education in Emergencies. UNICEF, September 25. http://www2.unicef.org:60090/education/bege_65939.html

  • Kirk, J. (ed). 2009. Certification Counts: Recognizing the Learning Attainments of Displaced and Refugee Students. Paris: UNESCO.

    Google Scholar 

  • Kirk, J., and R. Winthrop. 2007. Promoting Quality Education in Refugee Contexts: Supporting Teacher Development in Northern Ethiopia. International Review of Education 53(5): 715–723.

    Article  Google Scholar 

  • Parker, S., K. Standing, and B. Pant. 2013. Caught in the Cross-Fire: Children’s Right To Education During Conflict-The Case of Nepal 1996–2006. Children and Society 27: 372–384.

    Article  Google Scholar 

  • REACH, SNAP, and UNOCHA. 2014. Syria Multi-Sector Needs Assessment MSNA. New York/Geneva: UN Office for the Coordination of Humanitarian Affairs (UNOHCA). New York, USA.

    Google Scholar 

  • Save the Children. 2014. Futures Under Threat: The Impact of the Education Crisis on Syria’s Children. London, United Kingdom: Save the Children International.

    Google Scholar 

  • Save the Children and the Norwegian Refugee Council. 2014. Hear It from the Children: Why Education in Emergencies Is Critical. London: Save the Children International. London, United Kingdom.

    Google Scholar 

  • Sawade, O. 2009. Accreditation, Certification and Legitimacy: Education for Refugee and Migrant Students on the Thai-Burmese Border. In Certification Counts: Recognizing the Learning Attainments of Displaced and Refugee Students, ed. J. Kirk. Paris: UNESCO.

    Google Scholar 

  • Segerstrom, E. 1995. Focus on Refugee Children. A Handbook for Training Field Refugee Workers in Social and Community Work. Stockholm: Rädda Barnen.

    Google Scholar 

  • Siegfried, K. 2015. Record-Breaking Year for Asylum Claims: 8 Key Trends. IRIN, March 25. http://www.irinnews.org/report/101281/record-breaking-year-for-asylum-claims-8-key-trends

  • Singh, M. 2005. Recognition, Validation and Certification of Informal and Nonformal Learning: Synthesis Report (Draft). Paris: UNESCO.

    Google Scholar 

  • Sommers, M. 2002. Crossing Lines: “Magnets” and Mobility Among Southern Sudanese. Washington, DC: USAID.

    Google Scholar 

  • Talbot, C. 2006. Research Framework for “Certification of the Learning Attainments of Refugee and Internally Displaced Pupils” and “Opportunities for Change Within Education Systems in Conflict and Post-Conflict Situations.” Unpublished paper for Research Partnership on Education in Conflict, Emergencies and Reconstruction of Amsterdam Institute for Metropolitan and International Development Studies, the University of Amsterdam, International Rescue Committee (IRC), New York; the Netherlands Ministry of Foreign Affairs (MFA), The Hague; and UNESCO International Institute of Educational Planning (IIEP), Paris.

    Google Scholar 

  • ———. 2013. Working Paper #3: Education in Conflict: Emergencies in Light of the Post-2015 MDGs and EFA Agendas. Geneva: Network for International Policies and Cooperation in Education and Training (NORRAG).

    Google Scholar 

  • Tolfree, D. 1996. Restoring Playfulness. Different Approaches to Assisting Children Who Are Psychologically Affected by War or Displacement. Stockholm: Rädda Barnen.

    Google Scholar 

  • UNESCO. 2011. The Hidden Crisis: Armed Conflict and Education. Paris: UNESCO. Paris, France.

    Google Scholar 

  • ———. 2012. Education Sector Strategy on Category 2 Centres. Paris: UNESCO. http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/BSP/images/Education_Sector_Strategy_on_Category_2_Centres_01.pdf

  • UNESCO. n.d.a Introducing UNESCO. Paris: UNESCO. http://en.unesco.org/about-us/introducing-unesco

  • UNESCO. n.d.b Key International Instruments by Theme. Paris: UNESCO. http://www.unesco.org/new/en/education/standards-and-norms/key-international-instruments-by-theme/

  • UNHCR. 2003. UNHCR Education: Field Guidelines. Geneva: UN High Commissioner for Refugees (UNHCR). Geneva, Switzerland.

    Google Scholar 

  • ———. 2004. Protracted Refugee Situations. EC/54/SC/CRP.14. Geneva: Executive Committee of the High Commissioner’s Programme.. http://www.refworld.org/pdfid/4a54bc00d.pdf Geneva, Switzerland.

  • ———. 2013. Note on the Mandate of The High Commissioner for Refugees and His Office. Geneva: UNHCR. http://www.unhcr.org/526a22cb6.html Geneva, Switzerland.

  • ———. 2015b. UNHCR: Mid-Year Trends 2014. Geneva: UNHCR, The UN Refugee Agency. Geneva, Switzerland.

    Google Scholar 

  • ———. 2015c. World at War—Global Trends: Forced Displacement in 2014. Geneva: UNHCR, The UN Refugee Agency. Geneva, Switzerland.

    Google Scholar 

  • UNICEF. 2015a. Education Under Fire: How Conflict in the Middle East Is Depriving Children of Their Schooling. New York: UNICEF. http://www.unicef.org/mena/Education_Under_Fire.pdf New York, USA.

  • ———. 2015b. MENA Out-of-School Children Initiative (OOSCI): Data Snapshot. NewYork: UNICEF. http://www.oosci-mena.org/uploads/1/wysiwyg/OOSCI_Data_Snapshot.pdf

  • ———. 2015c. New Year in Syria Offers Little Chance of Children’s Education as Schools Remain Targets of Conflict. News Note, January 6. Geneva/Damascus: UNICEF. http://www.unicef.org/media/media_78365.html

  • UNOCHA. 2013. Syrian Arab Republic Syria Integrated Needs Assessment. EN/AR/TR, December 31. Syrian Arab Republic: Assessment Working Group for Northern Syria. New York: UNOCHA. New York, USA.

    Google Scholar 

  • ———. 2015. 2016 Humanitarian Response Plan: Syrian Arab Republic. New York: UNOCHA, Humanitarian Country Team. New York, USA.

    Google Scholar 

  • UNRWA. n.d. Resolution 302. Damascus: UN Relief and Workers Agency. http://www.unrwa.org/content/resolution-302

  • US Department of State. n.d. Protracted Refugee Situations. Washington, DC: Under Secretary for Civilian Security, Democracy, and Human Rights. http://www.state.gov/j/prm/policyissues/issues/protracted/

  • Van der Stouwe, M., and Su-An Oh. 2009. Towards the Certification of Learning Achievements in Thailand: A Non-Governmental Perspective. In Certification Counts: Recognizing the Learning Attainments of Displaced and Refugee Students, ed. J. Kirk. Paris: UNESCO.

    Google Scholar 

  • Winthrop, R., and J. Kirk. 2005. Teacher Development and Student Well Being. Forced Migration Review 22: 18–21.

    Google Scholar 

  • World Vision. 2014. Children’s Report: Stand with Me, Our Uncertain Future. Amman, March 11. New York/Geneva: World Vision International. Middlesex, United Kingdom.

    Google Scholar 

Interviews Cited

Download references

Author information

Authors and Affiliations

  1. Columbia University, New York, NY, USA

    Jen Steele

Authors
  1. Jen Steele
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Institute for the Study of International Migration, Georgetown University, Washington, DC, USA

    Marisa O. Ensor

  2. Institute for the Study of International Migration, Georgetown University, Washington, DC, USA

    Elżbieta M. Goździak

Additional information

I am particularly thankful for the guidance and input of a few people who supported me throughout the process of researching, writing, and editing this chapter, namely: Fanny Verwoerdt, Zarlasht Halaimzai, Christopher Talbot, Héctor Salazar Sánchez, and Jane Steele. It is dedicated to Muhamad Manaa and Aya Al-Khaldi, for their passion, commitment, hard work, and dedication to their homeland.

Rights and permissions

Reprints and permissions

Copyright information

© 2016 The Author(s)

About this chapter

Cite this chapter

Steele, J. (2016). Pathway of Hope: A Learning Certification Solution for Internally Displaced Children in Northern Syria. In: Ensor, M., Goździak, E. (eds) Children and Forced Migration. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-40691-6_7

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-40691-6_7

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-40690-9

  • Online ISBN: 978-3-319-40691-6

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation