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تعليم اللاجئين السوريين: إدارة الازمة في تركيا ولبنان والأردن Année de publication: 2015 Auteur: Shelly Culbertson | Louay Constant Auteur institutionnel: RAND Corporation مع وجود أربعة ملايين لاجئ سوري اعتبارًا من سبتمبر 2015 ، هناك حاجة ملحة لتطوير مناهج قصيرة وطويلة الأجل لتوفير التعليم لأطفال هذه الفئة من السكان. يستعرض هذا التقرير تعليم اللاجئين السوريين للأطفال في البلدان الثلاثة المجاورة التي تضم أكبر عدد من اللاجئين - تركيا ولبنان والأردن - ويحلل أربعة مجالات: الوصول والإدارة والمجتمع والجودة. وتشمل آثار السياسة إعطاء الأولوية للحاجة الملحة لزيادة فرص الحصول على التعليم بين اللاجئين ؛ الانتقال من استجابة إنسانية قصيرة المدى إلى استجابة إنمائية طويلة المدى ؛ الاستثمار في كل من قدرة الحكومة على توفير التعليم وفي البدائل الرسمية عالية الجودة لأنظمة المدارس العامة ؛ تحسين البيانات لدعم صنع القرار ؛ تطوير استراتيجية تداولية حول كيفية دمج أو فصل الأطفال السوريين وأطفال الدول المضيفة في المدارس لتعزيز التماسك الاجتماعي ؛ الحد من عمالة الأطفال وتمكين التعليم من خلال وضع سياسات توظيف للبالغين ؛ وتنفيذ خطوات معينة لتحسين جودة التعليم لكل من اللاجئين والمواطنين. Education of Syrian Refugee Children: Managing the Crisis in Turkey, Lebanon, and Jordan Année de publication: 2015 Auteur: Shelly Culbertson | Louay Constant Auteur institutionnel: RAND Corporation With four million Syrian refugees as of September 2015, there is urgent need to develop both short-term and long-term approaches to providing education for the children of this population. This report reviews Syrian refugee education for children in the three neighboring countries with the largest population of refugees — Turkey, Lebanon, and Jordan — and analyzes four areas: access, management, society, and quality. Policy implications include prioritizing the urgent need to increase access to education among refugees; transitioning from a short-term humanitarian response to a longer-term development response; investing in both government capacity to provide education and in formal, quality alternatives to the public school systems; improving data in support of decisionmaking; developing a deliberative strategy about how to integrate or separate Syrian and host-country children in schools to promote social cohesion; limiting child labor and enabling education by creating employment policies for adults; and implementing particular steps to improve quality of education for both refugees and citizens. 
All In: Towards Tangible Solutions for Equity and Inclusion in Education Année de publication: 2024 Auteur institutionnel: United Nations Children's Fund (UNICEF) All In: Towards Tangible Solutions for Equity and Inclusion in Education showcases promising practices that were successfully implemented to ensure that inclusive education really does include all children, so that the most marginalized learners – including children with disabilities, children who are out of school, children living in poverty, marginalized girls, and refugee children – have access to quality education. While many of the promising practices were initiated in response to the COVID-19 crisis, or draw upon the pandemic experience, they go beyond the immediate focus of pre- or post-COVID-19 education systems to an overall view of child well-being and the need to focus on skills for the 21st century. Many of these practices have the potential to be applied more widely within education systems and can be adapted and replicated by stakeholders in any context where innovative and inclusive approaches are needed to protect and promote children’s right to education. Ingenuity, flexibility and a commitment to true inclusion and forward-looking policies are the common thread of promising practices in this document. This publication is a complementary resource to the 2021 report: Reimagining Girls’ Education: Solutions to Keep Girls Learning in Emergencies. 
Framework for Reopening Schools; April, 2020 Année de publication: 2020 Auteur institutionnel: UNESCO | United Nations Children's Fund (UNICEF) | World Bank | World Food Programme By late April, nationwide school closures were still disrupting the learning of more than 73 per cent of students, or more than 1.2 billion children and youth. When deciding whether to reopen schools, authorities should look at the benefits and risks across education, public health and socio-economic factors, in the local context, using the best available evidence. The best interest of every child should be paramount.The guidelines aim to inform the decision-making process regarding school reopening, support national preparations and guide the implementation process, as part of overall public health and education planning processes. It is designed to be a flexible tool that can be adapted to each context and updated as the situation changes. The guidelines outline six key priorities to assess the readiness of those schools and inform planning. 
Learning Must Go On: Recommendations for Keeping Children Safe and Learning, During and After the COVID-19 Crisis Année de publication: 2020 Auteur institutionnel: Save the Children | United Nations Children's Fund (UNICEF) | The Inter-agency Network for Education in Emergencies (INEE) This brief highlights some of the potential impacts of school closures on children, with a focus on the most marginalised, including those already living in crisis and conflict contexts. It provides recommendations for governments and donors, together with partners, to ensure that safe, quality and inclusive learning reaches all children and that education systems are strengthened ready for the return to school.A comprehensive curation of free and accessible resources to support the response during the COVID-19 is available on INEE’s website.